GUIDING DISCIPLINE WITH DIGITAL PRESENCE (CASE STUDY AT TAMAN KALIJAGA PERMAI ELEMENTARY SCHOOL, CIREBON CITY)
DOI:
https://doi.org/10.36456/inventa.9.2.a10696Keywords:
discipline, digital presence, in-depth learning, character education, elementary schoolAbstract
This study aims to explore how a digital attendance system can be utilized to foster discipline in elementary school students. Digital attendance is combined with deep learning principles to foster time awareness, responsibility, and self-reflection in students. The study was conducted at Taman Kalijaga Permai Elementary School in Cirebon City, using a descriptive qualitative approach. The results showed a decrease in tardiness, an increase in learning readiness, and the establishment of more open communication between students and teachers. By designing a reflective attendance system, teachers can strengthen their role as character mentors. These findings support the importance of contextually utilizing technology in shaping positive student behavior.. Abstract contains 150-350 words. The abstract is made in a clear and concise manner.
References
Arthur, J. (2016). Convergence on policy goals: Character education in East Asia and England. Journal of International and Comparative Education (JICE), 59–71.
Beetham, H., & Sharpe, R. (2013). Rethinking Pedagogy for a Digital Age. Routledge.
Bialik, M., & Fadel, C. (2015). Character Education for the 21st Century. Center for Curriculum Redesign.
Dewey, J. (1933). How We Think. D.C. Heath.
Dole, S., Bloom, L., & Doss, K. K. (2016). Deep Learning in the Middle Grades Classroom. Middle School Journal.
Dweck, C. (2006). Mindset: The New Psychology of Success. Random House.
Frey, N., Fisher, D., & Hattie, J. (2017). Visible Learning for Literacy. Corwin.
Fullan, M., & Langworthy, M. (2014). A Rich Seam: How New Pedagogies Find Deep Learning. Pearson.
Hattie, J. (2009). Visible Learning. Routledge.
Heick, T. (2019). 6 Characteristics of Deep Learning. TeachThought.
Kemendikbudristek. (2022). Panduan Implementasi Kurikulum Merdeka.
Lickona, T. (2004). Educating for Character. Bantam Books.
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis. Sage Publications.
Mertens, D. (2014). Research and Evaluation in Education and Psychology. Sage.
Nelsen, J., Lott, L., & Glenn, S. (2000). Positive Discipline in the Classroom. Prima Publishing.
OECD. (2018). The Future of Education and Skills 2030. OECD Publishing.
Patton, M. Q. (2002). Qualitative Research & Evaluation Methods. Sage.
Roblyer, M.D., & Hughes, J.E. (2018). Integrating Educational Technology into Teaching. Pearson.
Ryan, R., & Deci, E. (2000). Self-Determination Theory. American Psychologist.
Shulman, L. (2005). Signature Pedagogies in the Professions. Daedalus.
Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age.
Skinner, B. F. (1974). About Behaviorism. Vintage Books.
Sugai, G., & Simonsen, B. (2012). Positive Behavioral Interventions and Supports. Teaching Exceptional Children.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 INVENTA: Jurnal Pendidikan Guru Sekolah Dasar
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
