PUNISHMENT DALAM PEMBENTUKAN PERILAKU DISIPLIN BELAJAR: ANALISIS TEORI BEHAVIORISME

JELITA SIANTURI, . (2026) PUNISHMENT DALAM PEMBENTUKAN PERILAKU DISIPLIN BELAJAR: ANALISIS TEORI BEHAVIORISME. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Latar belakang penelitian ini adalah adanya fenomena pengulangan kesalahan atau pelanggaran yang dilakukan oleh siswa dan penerapan punishment bagi siswa sebagai upaya perubahan perilaku. Tujuan penelitian ini adalah menganalisis punishment dalam pembentukan perilaku disiplin belajar siswa paket B ditinjau dari perspektif teori behaviorisme. Peneliti menggunakan metode penelitian kualitatif studi kasus tunggal intrinsik, yaitu studi kasus tunggal yang bertujuan memahami secara mendalam keunikan penerapan punishment di PKBM Khalifah itu sendiri, tanpa bermaksud menggeneralisasikan temuan pada konteks atau isu di luar kasus tersebut. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan punishment yang dilakukan disesuaikan dengan jenis kesalahan yang dilakukan oleh siswa. Pemberian punishment yang dilakukan memberikan dampak positif dalam aspek disiplin waktu dan pengendalian diri dalam berucap sedangkan pada aspek fokus saat pembelajaran berlangsung dan mengerjakan tugas rumah tidak terdapat perubahan yang konsisten. Hasil penelitian ini mendukung teori behaviorisme dalam menghasilkan respons berupa pelemahan perilaku menyimpang siswa, dalam hal ini stimulus berupa punishment menghasilkan respons siswa dalam mengurangi perilaku menyimpang berupa pelanggaran dan menghasilkan dampak dalam pembentukan perilaku disiplin belajar dalam indikator kehadiran siswa dan menaati tata tertib. Berdasarkan temuan tersebut, punishment yang diterapkan di PKBM Khalifah membawa peran positif dalam pembentukkan perilaku disiplin belajar. Namun, dalam penerapannya, pemberian punishment belum optimal dilakukan, sehingga diperlukan penyesuaian kembali dalam penerapannya. Pemberian punishment perlu dilakukan secara berkala, konsisten, dan mengalami penyesuaian bentuk yang disesuaikan dengan kondisi atau kebutuhan belajar, selain penerapan penguatan negatif berupa pemberian punishment, penguatan positif berupa pemberian reward juga perlu dilakukan agar stimulus yang diberikan dapat lebih maksimal dalam menghasilkan respons positif siswa. ***** The background of this study is the phenomenon of repeated mistakes or violations committed by students and the use of punishment as a means of behavioral change. The purpose of this study is to analyze the role of punishment in shaping the academic discipline of students in Program B from the perspective of behaviorist theory. The researcher used the single intrinsic case study method, which is a single case study aimed at gaining an in-depth understanding of the unique nature of the application of punishment at the Khalifah Community Learning Center itself, without intending to generalize the findings to contexts or issues outside of that case. Data were collected through interviews, observations, and documentation. The results of the study indicate that the application of punishment was tailored to the type of mistake committed by the students. The administration of punishment had a positive impact on time management and self-control in speech; however, no consistent changes were observed regarding focus during lessons or when completing homework assignments. These findings support behaviorist theory in generating a response that weakens students’ deviant behavior; in this case, the stimulus of punishment elicited a response in which students reduced deviant behavior in the form of violations and had an impact on the development of academic discipline as indicated by student attendance and adherence to school rules. Based on these findings, the punishment applied at the Khalifah Community Learning Center (PKBM) plays a positive role in fostering disciplined learning behavior. However, in practice, the use of punishment has not been implemented optimally, so adjustments are needed in its application. Punishment should be administered periodically and consistently, and its form should be adapted to the students’ learning conditions or needs. In addition to the use of negative reinforcement in the form of punishment, positive reinforcement in the form of rewards should also be employed so that the stimuli provided can be maximized in eliciting positive responses from students.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Henny Herawaty Br Dalimunthe, M.Pd. ; 2). Retno Dwi Lestari, S.Sy., M.Pd.
Subjects:	Pendidikan > Psikologi Pendidikan
Divisions:	FIP > S1 Pendidikan Masyarakat
Depositing User:	Jelita Sianturi .
Date Deposited:	05 Aug 2026 07:49
Last Modified:	05 Aug 2026 07:49
URI:	http://repository.unj.ac.id/id/eprint/68595

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