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All Journal Jurnal Studi Guru dan Pembelajaran Journal of Vocational, Informatics and Computer Education
Ribowo Abdullathif Wahid
Universitas Muhammadiyah Ponorogo
Computer Science & IT Education

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Implementasi Reward dan Punishment untuk Meningkatkan Motivasi dan Prestasi Belajar Mata Pelajaran Kearsipan Kelas XI Manajemen Perkantoran SMK Negeri 1 Ponorogo Weny Fibrianti; Reizky Rino Dwi Prasetyo; Ribowo Abdullathif Wahid; Mega Shakti Pratiwi Putri; Susiani Nurtyastuti; Arief Rahman Yusuf
Jurnal Studi Guru dan Pembelajaran Vol. 9 No. 1 (2026): Januari - April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.9.1.2026.7878

Abstract

Motivasi dan prestasi belajar peserta didik pada mata pelajaran kearsipan di Sekolah Menengah Kejuruan masih menjadi tantangan signifikan dalam pendidikan vokasional Indonesia. Rendahnya partisipasi aktif dan capaian hasil belajar yang belum optimal menuntut adanya strategi pedagogis yang efektif. Penelitian ini bertujuan mengeksplorasi implementasi sistem reward dan punishment serta menganalisis pengaruhnya terhadap motivasi dan prestasi belajar peserta didik kelas XI Manajemen Perkantoran SMK Negeri 1 Ponorogo pada mata pelajaran kearsipan. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus yang melibatkan 32 peserta didik sebagai subjek utama, satu guru mata pelajaran kearsipan, kepala program keahlian, dan tiga peserta didik informan terpilih berdasarkan kategori prestasi tinggi, sedang, dan rendah. Pengumpulan data dilakukan melalui observasi partisipatif terstruktur dengan indikator motivasi belajar dan interaksi pembelajaran, wawancara mendalam semi-terstruktur, serta dokumentasi prestasi belajar dan aktivitas pembelajaran. Analisis data menggunakan model interaktif Miles, Huberman, dan Saldana yang mencakup kondensasi data, penyajian data, dan penarikan kesimpulan. Keabsahan data dijamin melalui triangulasi sumber, triangulasi metode, member checking, dan peer debriefing. Temuan menunjukkan peserta didik memberikan respons positif terhadap sistem reward dan punishment dengan preferensi lebih tinggi terhadap reward. Reward verbal dan sosial terbukti efektif menumbuhkan motivasi intrinsik, sementara punishment edukatif berkontribusi pada pembentukan regulasi diri. Faktor internal peserta didik dan faktor eksternal berupa dukungan orang tua serta konsistensi pendidik menjadi determinan keberhasilan implementasi. Penelitian merekomendasikan pengembangan pedoman standar, pelatihan pendidik berkelanjutan, dan mekanisme evaluasi sistematis untuk mengoptimalkan efektivitas sistem dalam meningkatkan motivasi dan prestasi belajar peserta didik.
Fostering Student Work Integrity Through Field Work Practice in The Office Management Specialization: A Qualitative Process Study Ribowo Abdullathif Wahid; Ardhana Januar Mahardhani; Diyah Atiek Mustikawati
Journal of Vocational, Informatics and Computer Education Vol 4, No 3 (2026): September 2026
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/voice.v4i3.1316

Abstract

Purpose – This study aimed to analyze the process of developing students’ work integrity, the supporting and inhibiting factors involved, and the forms of work integrity demonstrated after field work practice (PKL) in the Office Management specialization at State Vocational High School 1 Ponorogo (SMK Negeri 1 Ponorogo), examined through four dimensions: honesty, discipline, commitment, and responsibility. Methods – This qualitative descriptive study involved fieldwork practice students, supervising teachers, workplace mentors, and a coordinator at the Ponorogo Regency Manpower Office and PLN UP3 Ponorogo. Data were collected through semi-structured interviews, observations, and document analysis, validated through triangulation, and analyzed using data condensation, display, and verification. Findings – Work integrity developed through a staged process comprising work standard orientation, engagement in authentic administrative tasks, feedback and correction, habituation, the granting of trust and independence, and reflection and transfer. This process was shaped by four supporting factors and four inhibiting factors, while post-field work practice behavior showed a shift from externally supervised compliance toward self-regulated professional conduct. Research implications – The findings suggest that vocational workplace learning should integrate clear behavioral standards, authentic tasks, constructive feedback, role modeling, gradual responsibility, and reflective monitoring. Schools and workplace partners should collaborate to support students’ transition from externally guided participation toward increasingly self-regulated professional behavior. Originality – The originality of this study lies in mapping the simultaneous development of four dimensions of work integrity through a process-oriented and multi-source perspective across two contrasting organizational contexts.
Co-Authors Arief Rahman Yusuf Diyah Atiek Mustikawati Mahardhani, Ardhana Januar Mega Shakti Pratiwi Putri Reizky Rino Dwi Prasetyo Susiani Nurtyastuti Weny Fibrianti