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All Journal Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP)
Hendrikus Otniel Nasozaro Harefa
Universitas Nias, Indonesia
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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A Qualitative Study on the Implementation of CCTV-Based Visual Media in Enhancing Student Discipline Festiv Zega; Adrianus Bawamenewi; Hendrikus Otniel Nasozaro Harefa; Syukur Kasieli Hulu
Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran Vol 6 No 1 (2026): Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP)
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jiepp.v6i1.1339

Abstract

This study is motivated by the persistence of student disciplinary violations at SMK Negeri 1 Lotu, including tardiness, truancy, uniform violations, the use of mobile phones during lessons, and cheating during examinations, despite the installation of Closed-Circuit Television (CCTV) in several strategic areas. This study aims to explore the implementation of CCTV-based visual media in enhancing student discipline, identify supporting and inhibiting factors, and examine teachers’ and students’ responses to its use. A descriptive qualitative approach was employed, with data collected through observation, in-depth interviews, and documentation. The participants consisted of the principal, teachers, and students at SMK Negeri 1 Lotu. Data were analyzed through data reduction, data display, and conclusion drawing. The findings indicate that CCTV as a visual monitoring medium contributes to improving student discipline by creating a continuous supervision effect that fosters students’ awareness of school rules. The implementation is supported by the integration of CCTV monitoring with teacher supervision, institutional support, and the development of collective responsibility among school members. However, challenges such as power outages and limited camera coverage remain. Overall, both teachers and students responded positively, as CCTV-based visual media enables more objective behavioral monitoring and contributes to a safer, more orderly, and conducive learning environment.
A Qualitative Study on the Implementation of Character Education in Preventing Bullying Berkat Iman Jaya Gea; Anugerah Tatema Harefa; Hendrikus Otniel Nasozaro Harefa; Berkat Persada Lase
Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran Vol 6 No 1 (2026): Jurnal Inovasi, Evaluasi dan Pengembangan Pembelajaran (JIEPP)
Publisher : ELRISPESWIL - Lembaga Riset dan Pengembangan Sumberdaya Wilayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54371/jiepp.v6i1.1340

Abstract

Bullying in junior high schools remains a persistent issue, indicating that character education has not been optimally implemented as a preventive strategy. This study aims to examine the implementation of character education in preventing bullying at SMP Negeri 1 Hiliduho and to identify supporting and inhibiting factors affecting its effectiveness. A qualitative case study approach was used to gain an in-depth understanding of practices within the natural school setting. Data were collected through interviews, observations, and document analysis involving the principal, civics teacher, and vice principal for student affairs. The findings show three main implementation patterns: preventive socialization on bullying awareness, habituation of character values through routine and extracurricular activities, and integration of values such as respect, empathy, and responsibility into classroom learning. The effectiveness of these efforts is supported by strong institutional commitment, collaboration among school members, and a positive school culture. However, several challenges were identified, including limited supervision, inconsistent student behavior, and lack of family support, which may hinder sustainability. These findings indicate that character education in bullying prevention should not be limited to classroom instruction but requires a holistic approach involving school culture, consistent supervision, and collaboration between schools and families. Strengthening systemic support and reinforcing value-based practices are essential to ensure long-term effectiveness.
Co-Authors Adrianus Bawamenewi Anugerah Tatema Harefa Berkat Iman Jaya Gea Berkat Persada Lase Festiv Zega Syukur Kasieli Hulu