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Abstract
Peningkatan mutu pembelajaran di sekolah dipengaruhi oleh banyak aspek. Penerapan budaya peningkatan mutu di sekolah merupakan aspek yang sangat penting. Segenap warga sekolah secara sukarela wajib mempertahankan kebiasaan-kebiasaan yang positif. Perilaku disiplin adalah budaya sekolah yang wajib dipertahankan, meliputi kedisiplinan para guru dalam kehadiran di kelas saat proses belajar mengajar. Guna meningkatkan kedisiplinan para guru bisa dilakukan upaya dengan beragam metode. Dalam School Action Research (PTS) ini, dilakukan pemberian tindakan berbentuk pemberian Reward and Punishment kepada para guru di SMAN 2 Banjarsari, Kabupaten Ciamis. PTS ini menerapkan Tindakan dalam dua siklus. Berdasarkan penjaringan data diperoleh gambaran meningkatnay disiplin guru guru yang tinggi dalam kehadiran mengajar di kelas pada proses belajar mengajar. Keterlambatan kurang dari 10 menit pada siklus I sebesar 21,74 %, dan pada siklus 2 sebesar 78,26 %. Ini berarti melampaui batas indikator pencapaian keberhasilan sebagai patokan periset yaitu 75%. Analisis data yang diperoleh menguatkan kesimpulkan bahwa Reward and Punishment berkontribusi positif untuk meningkatkan kedisiplinan guru dalam kehadiran mengajar di kelas saat pembelajaran.
Improving the quality of learning in schools is influenced by many aspects. The implementation of a quality improvement culture in schools is a very important aspect. All school members are voluntarily obliged to maintain positive habits. Disciplined behavior is a school culture that must be maintained, including the discipline of teachers in class attendance during the teaching and learning process. In order to improve the discipline of teachers, efforts can be made with various methods. In this School Action Research (PTS), action was given in the form of reward and punishment for teachers at SMAN 2 Banjarsari, Ciamis Regency. This PTS implements Action in two cycles. Based on the data collection, it was obtained an illustration of the high teacher discipline in teaching and learning attendance in the class during the teaching and learning process. Delay of less than 10 minutes in cycle I was 21.74%, and in cycle 2 was 78.26%. This means that it exceeds the indicator limit for achieving success as a benchmark for researchers, namely 75%. Analysis of the data obtained strengthens the conclusion that Reward and Punishment contribute positively to increasing teacher discipline in teaching attendance in class during learning.