Anggara, Ridha
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Implementation of Dasa Darma Pramuka Values in the Formation of Student Discipline at SMPN 6 Purwakarta Soro, Suharyanto; Rahman, Nana Herdiana Abdul; ZA, Ahmad Muammar; Anggara, Ridha
Global Education Journal Vol. 4 No. 1 (2026): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.1321

Abstract

This study aims to find and analyze the implementation of Dasa Darma Pramuka values in extracurricular activities as well as positive contributions in the formation of student discipline character. This research uses a case study approach. Data were collected through participatory observation methods, in-depth interviews, documentation studies. The data analysis technique was carried out in a descriptive-thematic manner to identify the pattern of value implementation, internalization process, the role of coaches, as well as supporting and inhibiting factors in the implementation of activities. The results of the study show that (1) the values of Dasa Darma Pramuka are implemented systematically through habituation, example, and structured scouting activities, such as marching, apples, squad work, and assignments; (2) The process of internalizing grades takes place in a sustainable manner and has a positive impact on improving student discipline as reflected in punctuality, compliance with rules, responsibility, and behavioral regularity in daily school life. The conclusion of this study is that the implementation of the dasa darma scout value can shape the discipline of SMPN 6 Purwakarta students.
Pendidikan Budi Pekerti di SMP: Penafsiran Ulang Ajaran Taman Siswa dalam Era Digital Cantika, Febi Filga; Nuraeni, Siti; Anggara, Ridha; Witosari, Sri Wiwik Endang; Yoseptry, Ricky
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 13 No 3 (2025)
Publisher : STKIP PGRI SITUBONDO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/pkwu.v13i3.2140

Abstract

The development of digital technology has transformed adolescents’ patterns of interaction and given rise to various violations of digital ethics, such as cyberbullying, the spread of hoaxes, and negative online postings. Consequently, schools need to develop character education that aligns with the demands of the times. This study aims to analyze the reinterpretation of Tamansiswa teachings, particularly Tri Karsa, in fostering digital ethics; to describe the mechanisms for handling violations at SMPN 2 Campaka; to identify challenges in implementing a restorative–pedagogical approach; and to evaluate students’ perceptions of the effectiveness of case handling. Using a qualitative method with a case study approach, data were collected through interviews, observations, and documentation, and then analyzed using the Miles, Huberman, and Saldaña model. The findings indicate that Tri Karsa is interpreted as critical digital literacy, digital empathy, and digital moral responsibility, while case handling prioritizes dialogue, mediation, and character development, although it is not yet supported by specific standard operating procedures. Several obstacles were identified, including limited teachers’ digital competence, resistance from Generation Z/Alpha students, minimal parental involvement, and limited ICT facilities. Nevertheless, students perceive the handling mechanisms as fairly just, educational, and having a positive impact on digital behavior. This study affirms the relevance of Tamansiswa values as a foundation for developing a Tamansiswa-based Digital Character Education Model to strengthen humanistic and contextual character education in the digital era.