Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal SAKAGURU: Journal of Pedagogy and Creative Teacher
Yohana Agustin Budhihardjo
TK Santa Maria Purwokerto
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
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.
Co-Authors Agnes Krista Putri Dina Anggraini