Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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All Journal SAKAGURU: Journal of Pedagogy and Creative Teacher
Agnes Krista Putri Dina Anggraini
SMP Susteran Purwokerto
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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From Morning Routine to Self-Regulation: Students' Experiences of Home Class in an Indonesian Junior Secondary School Agnes Krista Putri Dina Anggraini; Carolus Borromeus Mulyatno; Yohana Agustin Budhihardjo
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 3 No 1 (2026): May 2026 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v3i1.758

Abstract

This qualitative descriptive case study examined how students experienced Home Class, a structured daily morning routine at SMP Susteran Purwokerto, and how they perceived its relationship with discipline and readiness to learn. Three purposively selected students with contrasting behavioral profiles participated in face-to-face interviews on May 29-30, 2026. Data consisted of written interview notes supported by audio recordings and were analyzed through descriptive coding, cross-informant comparison, theme construction, and retention of disconfirming evidence. The findings were organized into three themes: perceived contributions to daily life, perceived contributions to learning readiness, and perceived contributions to discipline and self-regulation. Students associated Home Class with punctuality, orderly transitions, attention to teachers, respectful interaction, leadership opportunities, time management, and efforts to resist negative peer influence. However, all three informants reported that improvements in classmates' manners were not uniform, indicating that the routine was experienced differently across students. Home Class is therefore best interpreted as a context-specific pre-instruction routine that may support perceived discipline and readiness to learn rather than as an intervention with verified causal effects. The study contributes a student-centered account of how repeated school routines can connect structure, relational practice, faith-based character formation, and emerging self-regulation, while highlighting the need for broader, multi-informant, longitudinal evaluation.
Adolescent Empathy in Everyday School Interactions: A Qualitative Study in an Indonesian Junior Secondary School Desy Astri Wardhani; Agnes Krista Putri Dina Anggraini; Riana Ariyanti
SAKAGURU: Journal of Pedagogy and Creative Teacher Vol 3 No 1 (2026): May 2026 | SAKAGURU: Journal of Pedagogy and Creative Teacher
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakaguru.v3i1.767

Abstract

Empathy is a multidimensional social-emotional capacity that is closely connected to adolescents' peer relationships and prosocial conduct, yet its everyday enactment may be constrained by interpersonal and contextual pressures. This qualitative descriptive study explored how students at Susteran Junior High School, Purwokerto, Indonesia, recognized peers' emotional states, translated empathic understanding into social action, interpreted empathy within friendship, and experienced barriers to empathic behavior. Eight students four from Grade 7 and four from Grade 8 participated in face-to-face guided interviews and school-context observations. Interview audio, researcher keyword notes, and observation notes were reviewed through descriptive coding, cross-informant comparison, and thematic grouping. Four themes were identified. Students described recognizing distress through facial expressions, silence, withdrawal, and behavioral change; responding through listening, encouragement, comfort, collaborative help, and problem-solving; and viewing empathy as a basis for safety, acceptance, equality, and mutual support in friendships. At the same time, shyness, fear of being misunderstood, limited self-confidence, academic workload, peer influence, and intensive social-media use were described as barriers to acting empathically. The findings suggest that empathy in this setting is best understood as a context-dependent practice that connects emotional awareness with prosocial action rather than as a uniformly expressed individual trait. Because the study involved eight students in one school and relied mainly on qualitative accounts, the findings are analytically informative but not statistically generalizable. School-based efforts should therefore combine repeated opportunities for perspective taking, supportive peer interaction, reflective dialogue, and adult role modelling while remaining sensitive to the social conditions that enable or inhibit empathic action.
Co-Authors Desy Astri Wardhani Riana Ariyanti Yohana Agustin Budhihardjo