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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang TARBIYATUNA: Jurnal Kajian Pendidikan, Pemikiran dan Pengembangan Lembaga Pendidikan Islam
Umi Salamah
STAI Ma’had Aly Al Hikam Malang
Education Languange, Linguistic, Communication & Media

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CULTIVATING DISCIPLINE IN STUDENTS THROUGH REWARDS AND PUNISHMENT Hanifah Rahmi; Kasuwi Saiban; Umi Salamah
Jurnal Tarbiyatuna: Jurnal Kajian Pendidikan, Pemikiran dan Pengembangan Pendidikan Islam Vol. 7 No. 1 (2026): Juni 2026
Publisher : Institut Agama Islam Darussalam Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/tarbiyatuna.v7i2.5122

Abstract

This study aims to analyze the implementation of reward and punishment in  instilling discipline among students. This research employed a qualitative approach with a case study  design. Data were collected through interviews, observations, and documentation,  then analyzed using the interactive model of Miles, Huberman, and Saldana, which  includes data reduction, data presentation, and conclusion drawing. The results of  the study indicate that the implementation of rewards in the form of praise, gifts,  and appreciation was able to improve students’ learning motivation, compliance  with regulations, and enthusiasm in participating in boarding school activities.  Meanwhile, educational punishments, such as warnings, additional assignments,  and restriction of certain facilities, proved effective in controlling behavior and  reducing disciplinary violations among students. The balanced implementation of  reward and punishment was able to create an orderly and conducive boarding  school environment while supporting the development of responsibility,  independence, and discipline among students. This study also found that the implementation of reward and punishment has  implications for character building and the development of a disciplinary culture  within the boarding school environment. However, when applied excessively and  disproportionately, rewards may lead to dependency and decrease students’  intrinsic motivation. Therefore, a wise, educational, and sustainable strategy in  implementing reward and punishment is needed so that the process of developing  students’ discipline can be carried out optimally. The research results show that the balanced implementation of rewards and punishments has a positive impact on increasing student learning motivation, compliance with regulations, and reducing disciplinary violations. Furthermore, this policy contributes to creating an orderly and conducive Islamic boarding school environment and strengthening the character development of responsibility, independence, and a culture of discipline among students. However, excessive implementation of rewards has the potential to create dependency and reduce students' intrinsic motivation, so proportional, educational, and sustainable implementation is needed.
IMPLEMENTASI METODE PERLAFASS TIPKAS DALAM MENINGKATKAN KUALITAS HAFALAN AL-QUR’AN SANTRI DI PONDOK PESANTREN MODERN AL-AZHAR Abd. Azis; Kasuwi Saiban; Umi Salamah
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13809

Abstract

Al-Azhar Modern Islamic Boarding School has a good tartil and tahfidz Al-Qur'an program. Al-Azhar Modern Islamic Boarding School develops a more effective and efficient Qur'an tahfidz program which then produces qualified students in terms of maintaining the memorization of the Qur'an with a method called PERLAFASS TIPKAS and the Islamic Boarding School continues to make improvements and developments related to this method. The purpose of this study includes two things, namely: 1) To describe and analyze the implementation of the PERLAFASS method in the Al-Azhar Modern Islamic Boarding School. 2) Analyze and describe the implications of the implementation of the PERLAFASS TIPKAS method in the Al-Azhar Modern Islamic Boarding School. This research uses a qualitative approach with a case study type of research. The results of the study show that: 1) The implementation of the PERLAFASS TIPKAS method as a whole is carried out through four stages, namely: a) Planning which includes goals, competencies and skills, characteristics of the students, classroom design, learning materials and targets, learning design, time, facilities, and assessment; b) Implementation, including learning steps and classroom management; c) Controlling, including monitoring, reinforcement and adjustments; d) Evaluation, including technical and results.
Co-Authors Abd. Azis Hanifah Rahmi Kasuwi Saiban