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All Journal Indonesian Technology and Education Journal Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Nur Asmawati
Universitas Islam Negeri Datokarama Palu, Indonesia
Computer Science & IT Education

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Discipline character amongst students: The experience of school stakeholders in indonesian secondary education Jumri Hi. Tahang Basire; Gusnarib B. Wahab; Muhammad Sarib Abdul Rasak; Masmur, M; Ruslin; Nur Asmawati; Muhammad Ihsan; Siti Nadia B. Sale
Al Qodiri : Jurnal Pendidikan, Sosial dan Keagamaan Vol. 24 No. 1 (2026): Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Publisher : Universitas Islam KH. Achmad Muzakki Syah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/alqodiri.v24i1.38

Abstract

This study addresses the growing concern over students’ moral and behavioral challenges in contemporary education, where discipline is increasingly recognized as a fundamental component of character formation. The study aims to examine how school stakeholders perceive and implement disciplinary practices in fostering students’ character at SMP Al-Azhar Mandiri Palu, Indonesia. A descriptive qualitative research design was employed, involving semi-structured interviews with the principal, teachers, security personnel, and ninth-grade students, complemented by observations and document analysis. Data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing, with triangulation applied to ensure credibility. The findings reveal that discipline is cultivated through a holistic and integrative approach involving structured school regulations, consistent supervision, parental involvement, and mentoring practices that emphasize self-reflection rather than punitive measures. Internal factors such as students’ motivation and habits, as well as external factors including teacher guidance, security enforcement, and institutional policies, interact dynamically in shaping disciplined behavior. The study also highlights that the integration of ecological collaboration, religious-humanist values, and autonomy-supportive practices fosters the internalization of discipline among students. In conclusion, effective discipline development requires a comprehensive framework that combines clear regulations, relational support, and intrinsic motivation to promote sustainable character formation in secondary education.
Examining the Relationship Between AI Chatbot Use Frequency and English Speaking Skills among the 2023 Cohort of English Education Students at UIN Datokarama Palu Linda; Nur Asmawati; Ma'rifah Nurmala; Zul Aini Rengur
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

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Abstract

The rapid adoption of artificial intelligence (AI) chatbots in English language learning has created new opportunities for autonomous speaking practice; however, empirical evidence regarding whether the frequency of AI chatbot use is associated with learners’ speaking skills remains limited. This study aimed to examine the relationship between AI chatbot use frequency and the English speaking skills of the 2023 cohort students in the English Language Education Program at UIN Datokarama Palu. A quantitative correlational design was employed involving 15 students selected through purposive sampling based on predetermined inclusion criteria. Data were collected using a validated questionnaire to measure AI chatbot use frequency and a speaking test assessing two indicators, namely fluency and pronunciation. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, the linearity test, and the Pearson Product Moment correlation test with the assistance of IBM SPSS. The findings indicated that the participants demonstrated relatively high AI chatbot use frequency and fairly good English speaking skills. However, the Pearson Product Moment correlation analysis revealed no statistically significant relationship between AI chatbot use frequency and English speaking skills (r = 0.010, p = 0.972). These findings suggest that frequent AI chatbot use alone does not necessarily improve students’ fluency and pronunciation. Therefore, AI chatbots should be integrated with structured pedagogical strategies and meaningful communicative activities to optimize their contribution to English speaking development in higher education.
Co-Authors Gusnarib A. Wahab Jumri Hi. Tahang Basire Linda Ma'rifah Nurmala Masmur M Muhammad Ihsan Muhammad Sarib Abdul Rasak Ruslin Siti Nadia B. Sale Zul Aini Rengur