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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Innovative Technologies in Learning and Education
Cornelia A. Naitili
Universitas Citra Bangsa
Computer Science & IT Education Social Sciences Other

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ANALISIS FAKTOR PENGHAMBAT DALAM PEMBENTUKAN KARAKTER DISIPLIN SISWA KELAS IVA SEKOLAH DASAR INPRES FATUKOA KOTA KUPANG Fulgensiana Baru; Chintia M.P Ati; Cornelia A. Naitili
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36143

Abstract

This study aims to analyze the inhibiting factors in the formation of disciplined character among Grade IVA students at SD Inpres Fatukoa, particularly in terms of time discipline and learning discipline, as well as to identify teachers’ efforts in overcoming these obstacles. This research employed a qualitative descriptive approach. The subjects consisted of the principal, classroom teacher, and Grade IVA students, while the object of the study was the inhibiting factors of discipline character formation. Data were collected through observation, interviews, and documentation, and analyzed through data reduction, data display, and conclusion drawing. The findings show that the inhibiting factors of students’ disciplined character formation originate from both internal and external sources. Internal factors include low learning motivation, procrastination habits, and lack of self-awareness. External factors comprise limited parental supervision, negative peer influence, inconsistency in rule enforcement at school, excessive use of technology, and environmental conditions. Teachers’ efforts to overcome these obstacles are carried out through role modeling of discipline, habituation and positive reinforcement, as well as collaboration with parents and the school community. The study concludes that forming students’ disciplined character requires active teacher involvement, parental support, and consistent school policies. This research is expected to serve as both evaluation material and a reference in developing character education strategies in elementary schools.
EXPLORING FIFTH-GRADE STUDENTS’ INTRINSIC MOTIVATION IN SCIENCE LEARNING: A QUALITATIVE CASE STUDY AT GMIT KUANINO 1 ELEMENTARY SCHOOL, KUPANG, INDONESIA Sesilia H. Kein; Femberianus.S. Tanggur; Cornelia A. Naitili
Journal of Innovative Technologies in Learning and Education Vol. 3 No. 1 (2026): Journal of Innovative Technologies in Learning and Education - January 2026
Publisher : Universitas Citra Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37792/jitle.v3i1.1521

Abstract

Intrinsic motivation plays a critical role in sustaining students’ engagement and persistence in science learning, particularly at the primary level. This study explores (1) how intrinsic learning motivation is manifested among fifth-grade students in science lessons and (2) what teacher and school efforts support the development of such motivation at GMIT Kuanino 1 Elementary School, Kupang City, Indonesia. A descriptive qualitative approach was employed. Data were collected through classroom observations, semi-structured interviews, and document analysis, enabling triangulation of information across sources. Findings indicate that students’ intrinsic motivation is supported by multiple interacting factors: (a) teachers’ use of varied and appropriate instructional methods, (b) utilization of learning media, (c) optimization of available facilities and learning resources, (d) continuous improvement of teacher quality through school programs, and (e) the creation of a pleasant and encouraging classroom climate. In addition, students’ enthusiasm for learning and the availability of basic classroom resources (e.g., tables, chairs, whiteboards, textbooks) strengthened participation in science learning activities. These results suggest that intrinsic motivation in primary science learning can be fostered through coherent pedagogical practices and supportive school environments. Implications are discussed for classroom instruction and school-level support to enhance student engagement in science learning.
Co-Authors Chintia M.P Ati Femberianus.S. Tanggur Fulgensiana Baru Sesilia H. Kein