Reinforcement of character education: developing learning discipline through habituation in elementary schools
Abstract
This study aims to develop students' learning discipline through habituation in elementary schools. The study used a qualitative approach with a case study method, collecting data through observation, interviews and document analysis. The results show that teachers play a crucial role in developing students' learning discipline through various habituation strategies. Teachers not only function as educators, but also as role models, motivators, and assessors who are consistent in applying rules and setting positive examples. The findings show significant improvements in students' adherence to classroom rules and their active engagement in the learning process. For example, students regularly arrive on time, attend the flag ceremony, and complete assignments on time. Differences in discipline behavior based on gender were also found, with female students showing better discipline than male students. Family environment factors were shown to have a significant influence on students' learning discipline. This study makes an important contribution to the character education literature by highlighting the effectiveness of habituation strategies and offering practical guidance for teachers in implementing these strategies.