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Strategi Penegakan Disiplin Aparatur Sipil Negara Pada Dinas Perumahan Dan Kawasan Permukiman (DPKP) Kota Serang Rida Astuti Pratiwi; Ita Rosita Wahyiah; Luis Fiska Rahayu; Malik Fatoni; Mohamad Ikrom Arasid
Journal of Innovative and Creativity Vol. 5 No. 3 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i3.3742

Abstract

This research aims to describe the disciplinary enforcement strategies for Civil Servants (ASN) at the Department of Housing and Settlement Areas (DPKP) in Serang City, analyze the effectiveness of the preventive, corrective, persuasive, and repressive approaches applied, and identify supporting and inhibiting factors in its implementation. This study uses a descriptive qualitative approach with data collected through observation, in-depth interviews with seven informants, and documentation studies. The results show that the disciplinary enforcement strategy at DPKP Serang City refers to the four approaches formulated by Nawawi’s theory, but its implementation is not yet optimal. The preventive approach is not fully internalized, the corrective approach is often inconsistent, the persuasive approach lacks a formal reward system, and the repressive approach is hindered by bureaucratic procedures. Supporting factors such as exemplary leadership and the use of digital attendance systems help promote discipline, while obstacles include tolerance of minor violations, a weak reward system, and the lack of continuous training. This research recommends improving the disciplinary system by strengthening the role of leaders as role models, renewing disciplinary policies, and implementing a fair and consistent reward and punishment system to foster a sustainable culture of discipline.
Sosialisasi Stop Tindakan Bullying dan Kekerasan Seksual di Sekolah SMAN X Kecamatan Y Hendra Lukito; Mohamad Ikrom Arasid
RISOMA : Jurnal Riset Sosial Humaniora dan Pendidikan Vol. 3 No. 5 (2025): September: RISOMA : Jurnal Riset Sosial Humaniora dan Pendidikan
Publisher : Asosiasi Ilmuwan Pendidikan, Sosial, dan Humaniora Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/risoma.v3i5.1176

Abstract

Education plays a fundamental role in shaping character, developing personality, and exploring students' potential. Schools should ideally be safe, comfortable, and conducive spaces for student growth and development. However, reality shows that the school environment is still vulnerable to negative behaviors such as bullying and sexual violence. Bullying is understood as aggressive behavior carried out repeatedly with the aim of harming the victim, whether through physical, verbal, social, or online media (cyberbullying). Meanwhile, sexual violence includes various forms of sexual acts without the victim's consent, which have serious impacts on psychological, social, and academic achievement. Sexual violence in schools not only harms the victims physically but also leaves deep psychological scars that may affect their future. To respond to this problem, KKM Group 30 Bina Bangsa University conducted a socialization activity entitled "Stop Bullying and Sexual Violence" at SMAN X, District Y. The main objective of this activity was to provide in-depth understanding, build awareness, and encourage mutual respect in the school environment. The outreach was conducted through several methods, including presentations by resource persons, educational drama performances depicting real-life cases, and interactive question-and-answer sessions involving active student participation. Interactive sessions are essential to engage students and encourage them to express their thoughts openly. The results of the activities demonstrated high student enthusiasm, increased understanding of the forms and impacts of bullying and sexual violence, and a growing awareness to report victims or witnesses. These activities emphasized that prevention is not solely the responsibility of schools but also requires collaboration between students, teachers, parents, and the wider community. This creates a safe, comfortable learning environment free from all forms of violence.