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All Journal Islamadina : Jurnal Pemikiran Islam Afkaruna: Indonesian Interdisciplinary Journal of Islamic Studies Indonesian Journal of Islam and Muslim Societies Scholaria: Jurnal Pendidikan dan Kebudayaan Jurnal Surya Masyarakat JURNAL AKUNIDA Psychology, Evaluation, and Technology in Educational Research Jurnal Surya Masyarakat Profesi Pendidikan Dasar
Nurwanto Nurwanto
Universitas Muhammadiyah Yogyakarta
Religion Arts Humanities Computer Science & IT Education Engineering Environmental Science Mathematics Public Health Social Sciences Other

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Journal : Psychology, Evaluation, and Technology in Educational Research

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Dialogic pedagogy versus punitive approaches through school rules?: School practitioners’ perspectives in two schools in Yogyakarta, Indonesia Nurwanto, Nurwanto; Makrufi, Anisa Dwi; Wiyono, Giri
Psychology, Evaluation, and Technology in Educational Research Vol. 7 No. 1 (2024)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v7i1.222

Abstract

This article aims to investigate how dialogic pedagogy was practiced while punitive approaches were dominant towards students who violated school rules as well as the student code of conduct. Previous studies primarily focused on the extent of effectiveness or the influential factors for students to comply with as well as violate student code of conduct. On the other hand, this writing highlights the importance of dialogic practices in school environments. As a case study, this study investigated two senior high schools, that is the public and private schools in Yogyakarta municipality. Through the documentary and interview analysis, the study found that even if the student code of conduct was punitive approach-based, it contains the potential for school practitioners to develop communications or dialogues, for example, between school practitioners themselves; and between school practitioners (school leaders and educators) and parents; and between school practitioners and students. More importantly, several school leaders and educators emphasized how dialogues could be practiced with students considered as the offenders of the school rules. This article concludes that empathetic and critical dialogues seem to be an alternative of student discipline enforcement, which has been largely practiced through the school rules.
Co-Authors Akif Khilmiyah Alam, Naufal Ahmad Rijalul Giri Wiyono Makrufi, Anisa Dwi Prilya Shanty Andrianie Rosita Yuniati, Rosita Suryati , Adelina Wahdan Najib Habiby