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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Riswanto
Universitas Muhammadiyah Purwokerto
Education Social Sciences Other

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IMPLEMENTASI PROGRAM KUPAT DALAM MENINGKATKAN KEDISIPLINAN PENGUMPULAN TUGAS SISWA SEKOLAH DASAR Riswanto; Wildan Nurul Fajar
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.16136

Abstract

This study investigates the design, implementation, obstacles, and impact of the KUPAT Program (Kumpulkan Tugas Tepat Waktu/Submit Assignments on Time) in building discipline and responsibility character among elementary school students at SD Negeri Sidamulya 03 Sidareja. The program was developed in response to three identified root problems: lack of parental supervision due to work demands, students' low ability to manage study time, and the absence of a disciplined culture in task completion. This study employed a qualitative descriptive approach with a single case study design. Data were collected through direct classroom observation, task submission control sheets, weekly reflection activities, program documentation, and communication with parents via liaison books. Data analysis followed the Miles and Huberman model, consisting of data reduction, data presentation, and conclusion drawing. The findings indicate that the KUPAT Program, which utilizes the "Pohon KUPAT" visual media, sticker-based reward systems, and weekly reflective activities, effectively increased the number of students submitting assignments on time. Beyond surface-level behavioral change, the program produced broader character improvements across ten observed dimensions, including learning independence, social awareness, self-confidence, and a sense of responsibility. Five theoretical frameworks were found to operate synergistically in explaining the program's success: Skinner's behaviorism, Bandura's social learning theory, character habituation principles, constructivism, and Bronfenbrenner's ecological theory. However, the study is limited in scope to one classroom over one semester, with potential observational subjectivity. Future research is recommended to strengthen data triangulation, measure the long-term sustainability of behavioral change, and replicate the model across diverse school contexts.
A CRITICAL ANALYSIS OF TEACHER PROFESSIONAL COMPETENCIES IN PANCASILA EDUCATION LEARNING IN DEVELOPING STUDENTS' RESPONSIBLE CHARACTERS IN ELEMENTARY SCHOOLS Riswanto; Ine Kusuma Aryani; Y. Suyitno; Subuh Anggoro
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8150

Abstract

This study aims to critically analyze the professional competence of teachers in Pancasila education in developing the character of responsibility in elementary school students. The qualitative research method with a case study design at Sidamulya 03 Public Elementary School. The research subjects included class teachers, students, and the principal. Data collection techniques were carried out through observation, interviews, and documentation. Data were analyzed using an interactive model including data condensation, data presentation, and drawing conclusions. Data validity was tested through triangulation of sources and techniques. The results of the study indicate that the professional competence of teachers in Pancasila Education learning, which includes mastery of material, goal-based planning, development of creative and innovative teaching materials, continuous professionalism, and utilization of media and learning resources, plays a role in creating directed and meaningful learning. This has an impact on the development of students' character of responsibility, which is evident from the awareness of obligations as students, independence in the learning process, completing assignments well, not cheating, and punctuality in completing and submitting assignments. The implication is that strengthening teachers' professional competence is important in supporting character formation, especially responsibility, so that teachers and schools need to continue to develop contextual and character-oriented learning in a sustainable manner.
Co-Authors Ine Kusuma Aryani Subuh Anggoro Wildan Nurul Fajar Y. Suyitno