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All Journal International Journal of Nusantara Islam International Journal of Nusantara Islam
Rika Mujilastri
Universitas Islam Nusantara Bandung
Religion Arts Humanities Social Sciences

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Character Education Management to Improve the Discipline and Responsibility of Students Rika Mujilastri; R. Supyan Sauri
International Journal of Nusantara Islam Vol 14 No 2 (2026): International Journal of Nusantara Islam
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ijni.v14i2.58504

Abstract

Disruptions in character education management at SMPN 1 Campaka, Cianjur Regency, have significantly impacted student discipline and responsibility. Preliminary surveys revealed that 65% of students frequently arrived late and 52% were negligent in completing group assignments, a situation stemming from weak integration between school programs and local Sundanese and Islamic values. These conditions hindered the achievement of National Education Standards (SNP) and the Merdeka Belajar (Emancipated Learning) vision. This study aimed to analyze character education management to enhance student discipline and responsibility and to formulate an effective, values-based management model. A descriptive qualitative approach with a case study design was employed. The sample comprised 30 students (grades VII–IX), 10 teachers, and 5 parents, selected purposively over a six-month period (January–June 2025). Data were analyzed using source triangulation and the Miles & Huberman technique to ensure validity and analytical depth. The study utilized Lickona’s (1991) character education management theory—emphasizing 11 moral value principles—integrated with Covey’s (1989) concept of discipline and Freire’s (1970) concept of responsibility within critical pedagogy. The local values ​​of "silih asah, silih asih, silih asuh" (mutual sharpening, mutual loving, and mutual nurturing) were adapted as a framework for integrating culture and ethics into character management. Character education management at the school remained fragmented (62% effectiveness), with particular weaknesses in planning and evaluation. Interventions based on local-value workshops successfully raised discipline levels to 78% (late arrivals dropped by 40%) and responsibility to 82% (assignment completion rose by 35%). Integrated character education management proved effective in enhancing student discipline and responsibility. It is recommended that the "Asah-Asih-Asuh" model be integrated into the Merdeka Belajar curriculum to enable replication in other public schools across West Java.
Character Education Management to Improve the Discipline and Responsibility of Students Rika Mujilastri; R. Supyan Sauri
International Journal of Nusantara Islam Vol 14 No 2 (2026): International Journal of Nusantara Islam
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ijni.v14i2.58504

Abstract

Disruptions in character education management at SMPN 1 Campaka, Cianjur Regency, have significantly impacted student discipline and responsibility. Preliminary surveys revealed that 65% of students frequently arrived late and 52% were negligent in completing group assignments, a situation stemming from weak integration between school programs and local Sundanese and Islamic values. These conditions hindered the achievement of National Education Standards (SNP) and the Merdeka Belajar (Emancipated Learning) vision. This study aimed to analyze character education management to enhance student discipline and responsibility and to formulate an effective, values-based management model. A descriptive qualitative approach with a case study design was employed. The sample comprised 30 students (grades VII–IX), 10 teachers, and 5 parents, selected purposively over a six-month period (January–June 2025). Data were analyzed using source triangulation and the Miles & Huberman technique to ensure validity and analytical depth. The study utilized Lickona’s (1991) character education management theory—emphasizing 11 moral value principles—integrated with Covey’s (1989) concept of discipline and Freire’s (1970) concept of responsibility within critical pedagogy. The local values ​​of "silih asah, silih asih, silih asuh" (mutual sharpening, mutual loving, and mutual nurturing) were adapted as a framework for integrating culture and ethics into character management. Character education management at the school remained fragmented (62% effectiveness), with particular weaknesses in planning and evaluation. Interventions based on local-value workshops successfully raised discipline levels to 78% (late arrivals dropped by 40%) and responsibility to 82% (assignment completion rose by 35%). Integrated character education management proved effective in enhancing student discipline and responsibility. It is recommended that the "Asah-Asih-Asuh" model be integrated into the Merdeka Belajar curriculum to enable replication in other public schools across West Java.
Co-Authors Sauri, R Supyan