Persepsi Siswa dalam Penerapan Perubahan Jam Masuk Sekolah terhadap Pola dan Karakter Disiplin Siswa: Studi Fenomenologi - Karma, Otong; Wasliman, Eva Dianawati; Handayani, Sri (Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi, 2026)
Changes in school starting times are educational policies that directly affect students' daily routines and have the potential to shape disciplinary character through consistent habituation. Although extensive research exists on school start time policies, most studies employ quantitative approaches that inadequately capture students' subjective experiences. This study aims to deeply understand students' experiences in responding to changes in school starting times and to analyze their impact on the formation of discipline patterns and character at SMPN 38 Bandung. The study employed a qualitative approach with phenomenological methods involving six participants from various grade levels. Data were collected through in-depth interviews, observations, and documentation, then analyzed using phenomenological stages including bracketing, data reduction, and synthesis of experiential essence. Results indicate that students experienced three adaptation phases: an initial phase with significant obstacles including sleep pattern disruptions and transportation constraints that increased tardiness, a habit formation phase that reduced tardiness after two months, and a character internalization phase encompassing meaningful responsibility, independence, and adherence. This study concludes that changes in school starting times can serve as effective instruments for disciplinary character formation when managed through humanistic approaches that acknowledge students' subjective experiences, accompanied by dialogical socialization, adaptation support, and educative supervision.ABSTRAKPerubahan jam masuk sekolah merupakan kebijakan pendidikan yang berdampak langsung pada rutinitas harian peserta didik dan berpotensi membentuk karakter disiplin melalui pembiasaan konsisten. Meskipun telah banyak penelitian tentang kebijakan jam masuk sekolah, sebagian besar menggunakan pendekatan kuantitatif yang kurang mampu menggali pengalaman subjektif siswa. Penelitian ini bertujuan memahami secara mendalam pengalaman siswa dalam menghadapi perubahan jam masuk sekolah serta menganalisis dampaknya terhadap pembentukan pola dan karakter disiplin di SMPN 38 Bandung. Penelitian menggunakan pendekatan kualitatif dengan metode fenomenologis terhadap enam partisipan dari berbagai tingkatan kelas. Data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi, kemudian dianalisis menggunakan tahapan fenomenologis meliputi bracketing, reduksi data, dan sintesis esensi pengalaman. Hasil penelitian menunjukkan siswa mengalami tiga fase adaptasi: fase awal dengan hambatan signifikan berupa gangguan pola tidur dan kendala transportasi yang meningkatkan keterlambatan, fase pembentukan kebiasaan baru yang menurunkan keterlambatan setelah dua bulan, dan fase internalisasi karakter berupa tanggung jawab, kemandirian, dan kepatuhan yang bermakna. Penelitian ini menyimpulkan bahwa perubahan jam masuk sekolah dapat menjadi instrumen efektif pembentukan karakter disiplin apabila dikelola dengan pendekatan humanis yang memperhatikan pengalaman subjektif siswa, disertai sosialisasi dialogis, pendampingan adaptasi, dan pengawasan edukatif.