The Contribution of Islamic Education Teachers to the Development of Students’ Discipline in Primary Education
Keywords:
Islamic Education Teachers, Discipline, Character Formation, Primary Education, Moral ValuesAbstract
This study investigates the contribution of Islamic Education (PAI) teachers to the development of students’ discipline in primary education, with a focus on SDN 54 Burancie, Barru Regency. Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation involving teachers, students, and school administrators. The findings reveal that Islamic Education teachers play a multidimensional role as educators, role models, motivators, supervisors, and advisors. As educators, they integrate Islamic values such as honesty, responsibility, and punctuality into daily learning activities, helping students to internalize discipline as a moral and spiritual obligation. As role models, they demonstrate discipline through punctuality, neatness, and respectful behavior, while as motivators they reinforce good conduct with praise, encouragement, and constructive correction. Their supervisory and advisory roles further ensure consistent monitoring of student behavior and individualized guidance for students facing disciplinary challenges. Supporting factors identified include teacher dedication, parental cooperation, and the existence of clear school rules, whereas inhibiting factors include differences in student backgrounds, inconsistent parental involvement, and limited teacher authority. Overall, the study concludes that the contribution of Islamic Education teachers extends beyond instructional duties to the holistic formation of student character, ensuring that discipline is internalized as both an educational and spiritual value.
References
Baumann, C., & Krskova, H. (2016). School discipline, school uniforms and academic performance. International Journal of Educational Management, 30(6), 1003–1029. https://doi.org/10.1108/IJEM-09-2015-0118
Boyaci, A., & Oz, Y. (2017). Evolution of teacher leadership as a challenging paradigm in rethinking and restructuring educational settings. In Teacher Empowerment Toward Professional Development and Practices: Perspectives Across Borders (pp. 3–19). https://doi.org/10.1007/978-981-10-4151-8_1
Chitiyo, M., Ametepee, L. K., & Abu, S. (2009). Examining the nature and perceived causes of indiscipline in Zimbabwean secondary schools. British Journal of Special Education, 36(3), 155–161. https://doi.org/10.1111/j.1467-8578.2009.00428.x
Eddy, C. L., Huang, F. L., Cohen, D. R., Baker, K. M., Edwards, K. D., Herman, K. C., & Reinke, W. M. (2020). Does Teacher Emotional Exhaustion and Efficacy Predict Student Discipline Sanctions? School Psychology Review, 49(3), 239–255. https://doi.org/10.1080/2372966X.2020.1733340
Lawless Frank, C. (2018). THE TEACHER’S ROLE. In Managing Classrooms and Student Behavior: A Response to Intervention Approach for Educators (pp. 87–110). https://doi.org/10.4324/9781315193205-5
Lumadi, R. I. (2020). Turnaround learner discipline practices through epistemic social justice in schools. Education as Change, 24, 1–21. https://doi.org/10.25159/1947-9417/4892
Valente, S., Monteiro, A. P., & Lourenço, A. A. (2019). The relationship between teachers’ emotional intelligence and classroom discipline management. Psychology in the Schools, 56(5), 741–750. https://doi.org/10.1002/pits.22218
Wadesango, N. (2013). Nature of teacher participation in the formulation and implementation of school-based student discipline policies. Anthropologist, 15(3), 361–367. https://doi.org/10.1080/09720073.2013.11891327
Whear, R., Thompson-Coon, J., Boddy, K., Ford, T., Racey, D., & Stein, K. (2013). The effect of teacher-led interventions on social and emotional behaviour in primary school children: A systematic review. British Educational Research Journal, 39(2), 383–420. https://doi.org/10.1080/01411926.2011.650680
