LOKAKARYA DISIPLIN POSITIF BAGI GURU, PENGAWAS DAN KEPALA SEKOLAH LUAR BIASA - Nia Wahyu Damayanti; Ali Carli (Universitas Muhammadiyah Mataram, 2026)
Abstrak: Permasalahan yang dihadapi Sekolah Luar Biasa (SLB) adalah masih dominannya praktik disiplin berbasis hukuman yang kurang sesuai dengan kebutuhan peserta didik berkebutuhan khusus. Kegiatan pengabdian ini bertujuan untuk meningkatkan pemahaman dan keterampilan guru, kepala sekolah, dan pengawas dalam menerapkan disiplin positif. Metode yang digunakan adalah workshop (lokakarya) berbasis andragogi yang melibatkan 26 peserta dari SLB di Provinsi Jawa Timur. Kegiatan dilaksanakan melalui tahapan pra kegiatan, pelaksanaan lokakarya, serta monitoring dan evaluasi. Evaluasi dilakukan melalui pretest-posttest, observasi selama kegiatan, angket pascakegiatan, serta penilaian terhadap kemampuan peserta dalam menyusun rencana aksi implementasi disiplin positif di sekolah. Hasil menunjukkan adanya peningkatan pemahaman peserta sebesar 32% dan keterampilan dalam merancang strategi disiplin positif sebesar 28%. Selain itu, peserta mampu menyusun rencana aksi berupa keyakinan kelas dan strategi implementasi di sekolah. Selain itu, sebanyak 23 dari 26 peserta mampu menyusun rencana aksi implementasi disiplin positif yang mencakup penyusunan keyakinan kelas, strategi komunikasi positif, dan tindak lanjut penerapan di sekolah masing-masing. Kegiatan ini berdampak pada perubahan paradigma peserta dari pendekatan hukuman menuju disiplin positif.Abstract: The challenge faced by Special Education Schools (SLB) is the continued prevalence of punishment-based disciplinary practices that are ill-suited to the needs of students with special needs. This community service initiative aims to enhance the understanding and skills of teachers, school principals, and supervisors in implementing positive discipline. The method used was an andragogy-based workshop involving 26 participants from SLBs in East Java Province. The activity was carried out through pre-activity, workshop implementation, and monitoring and evaluation stages. Evaluation was conducted through pre- and post-tests, observations during the activity, post-activity questionnaires, and assessments of participants’ ability to develop action plans for implementing positive discipline in schools. The results showed a 32% increase in participants’ understanding and a 28% increase in their skills in designing positive discipline strategies. Additionally, participants were able to develop action plans consisting of classroom beliefs and implementation strategies for their schools. Furthermore, 23 out of 26 participants were able to create action plans for implementing positive discipline that included the development of classroom beliefs, positive communication strategies, and follow-up on implementation at their respective schools. This activity led to a shift in participants’ paradigms from a punitive approach toward positive discipline.