Implementing Positive Discipline to Overcome Major Educational Misconduct: A Workshop and Teacher Mentoring Model at TK Lab School UMC  : Penguatan Disiplin Positif Melalui Workshop Guru untuk Mewujudkan Sekolah yang Aman dan Inklusif

M. Arif  Syarif H; Cucu  Sopiah; Sopian Asep  Nugraha; Anis Anis

doi:10.57152/consen.v6i2.3071

Penulis

M. Arif Syarif H Universitas Muhammadiyah Cirebon
Cucu Sopiah Universitas Muhammadiyah Cirebon
Sopian Asep Nugraha Universitas Muhammadiyah Kuningan
Anis Anis Universitas Muhammadiyah Cirebon

DOI:

https://doi.org/10.57152/consen.v6i2.3071

Kata Kunci:

Positive Discipline, Safe Schools, Inclusive education, professional development, classroom management

Abstrak

Violence, intimidation, and discriminatory attitudes in educational institutions necessitate a paradigm shift toward positive discipline strategies to cultivate protective and supportive learning environments. Initial observations at TK Lab School UMC highlighted a reliance on punitive measures, limited educator proficiency, and a lack of structured policy directives. This community empowerment project aimed to enhance instructional capacity and institutional readiness via participatory professional development and structured mentorship. Executed through a participatory action framework, the intervention encompassed diagnostic needs assessments, focus group discussions, capacity-building workshops, parental orientations, the formal establishment of a Positive Discipline Team, regulatory document formulation, curriculum adaptation within the Pancasila Student Profile Strengthening Project (P5), and systematic Project Management Office (PMO) tracking. Empirical evaluations demonstrated a marked gain in teacher knowledge, rising from an initial average of 58.4% to 88.6% post-intervention. Direct classroom observations revealed a shift in instructional behaviors: daily positive reinforcement instances escalated from 2.1 to 8.4 per teacher, restorative dialogue applications rose from 0.5 to 4.2, and punitive verbal reprimands declined from 6.8 to 1.2. Program outputs included an operational oversight team, standardized school guidelines, classroom agreement charts across six cohorts, and adapted P5 modules. Parental engagement reached an 86.7% participation rate. These measurable outcomes underscore a successful transition toward child-centered school governance, offering a scalable capacity-building framework for early childhood education.

Unduhan

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