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All Journal JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia) Pendas : Jurnah Ilmiah Pendidikan Dasar
Muhamad Abdul Roziq asrori
Universitas Bhinneka PGRI Tulungagung
Education Social Sciences Other

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PERAN KETELADANAN GURU PKN DALAM MEMBENTUK KARAKTER DISIPLIN PADA SISWA KELAS IX SMP ISLAM AL FATTAHIYYAH BOYOLANGU TULUNGAGUNG Fadilla Tri Wahyuni; Muhamad Abdul Roziq Asrori
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.56146

Abstract

This research is motivated by the importance of the role of Civic Education (PKn) teachers as role models in shaping students' disciplinary character within the school environment. Discipline is one of the essential character values that should be instilled in students to encourage compliance with rules and responsibilities. The purpose of this study is to describe the role of PKn teachers' exemplary behavior in developing disciplinary character among ninth-grade junior high school students, identify the forms of exemplary behavior demonstrated by teachers, and examine their impact on students' disciplinary attitudes.This study employed a qualitative approach using a descriptive research design. The research was conducted at SMP Islam Al-Fattahiyyah Boyolangu Tulungagung. Data were collected through interviews, observations, and documentation. The research participants included PKn teachers, ninth-grade students, and relevant school personnel. The findings reveal that the exemplary behavior of PKn teachers plays a significant role in fostering students' disciplinary character. The forms of exemplary behavior demonstrated by teachers include punctuality, regular attendance, compliance with school regulations, and consistency in carrying out duties and responsibilities. These positive examples contribute to improved student discipline, reflected in greater adherence to school rules, better participation in learning activities, and increased responsibility in completing academic tasks. Therefore, the exemplary conduct of PKn teachers serves as an important factor in strengthening students' disciplinary character.
Predicting Elementary Students' Learning Outcomes: A Multiple Regression Analysis of Technology Utilization, Parental Involvement, and Learning Engagement Diaudin; Imam Sujono; Muhamad Abdul Roziq Asrori
JIPSINDO Vol. 13 No. 2 (2026): JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jipsindo.v13i2.101295

Abstract

Elementary students' learning outcomes are commonly assumed to depend on classroom instruction alone, yet a growing body of research suggests that outcomes are better explained as a joint product of school-based, family-based, and student-based factors. This study examined how learning technology utilization, parental involvement, and learning engagement jointly predict the learning outcomes of fifth-grade students across eight elementary schools in the Semangat Cluster, Ringinrejo District. Using a quantitative, ex post facto, causal-correlational design, data were collected through questionnaires from the entire population of 140 students (total sampling) and analyzed with multiple linear regression in Jamovi 2.7. The instrument showed strong item validity (item-rest correlation .479–.686) and excellent reliability (Cronbach's alpha = .962). Classical assumption checks indicated normally distributed residuals, a linear relationship between predictors and outcome, no multicollinearity (tolerance > .10, VIF < 10 for all predictors), and homoscedastic residuals. Partial tests showed that technology utilization (B = .275, t = 7.18), parental involvement (B = .218, t = 6.23), and learning engagement (B = .361, t = 9.21) each predicted learning outcomes positively and significantly (p < .001 for all). The three predictors jointly explained 79.9% of the variance in learning outcomes (R = .894, R² = .799, F(3, 136) = 181.00, p < .001), with learning engagement emerging as the strongest predictor. These findings suggest that raising elementary students' learning outcomes is unlikely to succeed through any single lever alone, and instead calls for coordinated attention to classroom technology use, family involvement, and students' active participation in learning learning technology utilization
Co-Authors Diaudin Fadilla Tri Wahyuni Imam Sujono