Academic literature on the topic 'Rewards and punishments in education. School discipline. Rewards and punishments in education School discipline High school teachers High school students'

Seven-K School Climate Development as an Effort to Improve the Effectiveness of Learning in Pasaman District managerial schools, as well as how teachers and students attempt to utilize the climate and school culture as a source of learning. For Citizenship Education (PKn) teachers and Social Sciences (IPS) teachers. Principal's leadership, influenced by supervision, school climate, and community support. Aspects of school discipline need to be improved, as seen from the incomplete recap of the presence of teachers and staff; the absence of student records that violate the code of conduct; the absence of proof of examination of teacher and employee assignments by the principal; not all teachers make learning tools (only 50-60%); incomplete list of teachers attending the flag ceremony; there is no government regulation (PP 30/1980) regarding the rules of civil servants; there are no programs and documents giving rewards and punishment to teachers and employees. In the field of management: incomplete description of the tasks of each organization; there is no evaluation book on the implementation of school programs, not yet transparent school financial management. In the field of Seventh-K (K7) (cleanliness, beauty, order, safety, family, shade, and health) there are still findings such as student toilet cleanliness that is poorly maintained, adequate trash bins are not yet available, school gardens are poorly maintained, many students are late at hours first, picket teachers have not been functioning to improve discipline, and school yearning has not been sufficient In terms of output or quantitative learning outcomes, it has also not shown encouraging results. The 2018 UN results for the junior high school level, the writer's managerial area reached a graduation rate of 93.81%. Although UN results can be categorized as good because the graduation rate reaches 95.78% (2017); 96.59% (2018), but the results are almost positively correlated with high school graduation rates.

The implementation of rewards and punishments within the Islamic religious education learning in SMA (public senior high school) in Pidie District has not been well conducted, leading to the learning achievement of the Islamic religious education has not yet shown optimum results. Therefore, this study examined the implementation of the reward and punishment system as an effort to improve the students’ achievement in SMA in Pidie District. The study focused on the forms of rewards and punishments, and their application and relation with the improvement of the students’ learning achievement in Islamic religious education. This study used a descriptive qualitative approach, taking place in SMA Negeri 2 Sigli, SMA Negeri 1 Keumala, and SMA Negeri 1 Kembang Tanjong. Data collection techniques included observation, interview, and documentation. Data analysis techniques were data reduction, data display, and data verification. The results of the study showed that the forms of rewards provided included giving awards to the students who excelled in both academic and nonacademic domains. The rewards were also given in the forms of praises, gifts, body movements (giving thumbs up), applause, daily scores, smiles, writing names on the blackboard, and mentioning names. On the other hand, the punishments included giving advice and guidance, showing sour faces, giving loud reprimands, cleaning the schoolrooms and classrooms, providing additional duties, and memorizing surah or short verses of the Quran or hadiths. The application of rewards and punishments has become the guideline for the teachers to monitor and control the students, to create an orderly school life so that the atmosphere is conducive to teaching and learning activities, to appreciate the students who are active or successful academically and non-academically, to foster the student awareness on how to be good and quality students, and to encourage the students to gain more achievements. The rewards and punishments have been carried out regularly and programmed in teaching and learning activities as well as in extracurricular activities. The rewards and punishments were applied by involving all parties such as the teachers, the students affairs/guidance and counseling department, and the homeroom teachers. The provision of rewards and punishments have made the students more motivated in following the learning process. Furthermore, the students’ learning achievement on Islamic religious education indicated that the students have paid more attention to the lesson, believed in the ability in doing the laerning tasks, become more satisfied in the learning process, and been able to determine what actions that should be done.

The education sector is experiencing the impact of the COVID-19 pandemic, resulting in the implementation of the distance learning (PJJ) system to reduce the risk of virus transmission. This system, however, has several obstacles, including the internet network, social inequality, uncertainty in choosing the appropriate learning method, and the decline in student achievement. This problem is also faced by smart class students at Hang Tuah Senior High School 2 of Sidoarjo, forcing its teachers to be able to create innovative learning and act actively to discipline their students. This study aimed to determine the teachers’ role as a panopticon for smart class students during distance learning. The qualitative research method was implemented using Foucault’s genealogical approach and the research informants were determined using the snowball technique. The results of this study reveal that the teachers’ role as a panopticon for the students is carried out with a hierarchical observation, giving reward and punishment, and repeated test system. This study concludes that the role of the teachers as a panopticon during distance learning at Hang Tuah Senior High School 2 of Sidoarjo is particularly useful for disciplining smart class students to carry out their obligations and prevent a decline in academic achievement even though the activities are done virtually.

Contemporary changes in the whole system of education and training require the teacher to be a person of trust, educator, counselor, friend, organizer, coordinator, associate, innovator, assessor, mentor; in another words, a contemporary and modern person. In the modern school (even more in the future) the role of the teacher is far wider. He needs to be active in school, outside of school, within free activities, as well as cultural and public activities of the school. A good teacher does not resist the influence of a student, because his or her extremely responsible role can be successfully achieved, if they work well with them. To cooperate in this context does not mean that only the teacher listens to the student's suggestions, although that is also very important, but cooperating means accepting the student's proposal, if they are objectively acceptable or explain why a particular proposal cannot be realized. It is not possible to work well and democratically in the classroom if the student's influence is not accepted. If the teacher's behavior and style of work are not necessarily limited to the work and behavior of a student, then there is no interaction, and the teaching process must be an interaction. Changes in the society affect school changes, and changes in school play the most important role in changing the position of the teacher and his role and the style of work in the teaching process. The survival and future of the school is reflected in its educational role. In order for a teacher to be an educator, to fulfill his or her educational role, he/she must love or sympathize with the kids, respect their opinion, encourage them to achieve good results, but also to share with them possible misunderstandings and failures. The success and superiority of teachers as educators depends more on the quality of the relationships established, and less on the knowledge of the subject being taught, even though this component cannot be ignored.Thanks to the good work style, the teacher can achieve better results in the educational process. This does not only apply to the choice of working methods, but the style of work is reflected in the overall individual pedagogical practice of teachers. In the style of work the teacher expresses his / her independence, creativity, initiative, democracy or authoritarianism, lack of competence, irresponsibility. In modern school, children need to play a central role, and the school should become a place where they are exploring, examining, solving problems and to lead them to a deliberate dialogue. Students need to experience the school as a place where the child develops in cognitive, emotional and social sense, and where the child's motivation to work is at a high level. Active teaching (active learning, active school) is an original pedagogical creation based on theoretical settings and practical attempts of transformation of a traditional school into an active school, i.e. a school in which both the student and the teacher have an active role. Thinking about active learning is inspired by the works of Kerenstahner (work school), Laj, Dekrol (school for life and life), Klapard (school by sea), Djuij (pragmatic conception), Montesori, Fereira (active school) Frenoa, Dalton plan, Vinteka-plan, etc. The summary of their research endeavors and theoretical endeavors, aimed at constituting an active school, is the following Piaget's statement, which for active teaching has an absolute programmatic meaning: "In one of the words, the basic principle of active methods should be inspired by the history of science and can be expressed in the following way: Something means self-discovery or reconstruction through re-discovery and it is necessary to adhere to that principle if in the future we want to shape people who will be capable of producing and creating and not just repeating what already exists. " To reach a comprehensive and precise concept of active learning, the activity of children in the learning process is of paramount importance. From the cited Piaget's theoretical point of view, for the active learning, three are very important elements: An important component of activity as an internal (mental) activity is defined: this activity (or at least one of its, important for school learning) is the passage through the intellectual processes through which it came to science when it came to discoveries and finds. So, the student briefly reconstructs these thought processes; The object of thought activities is not only their own immediate experience but also the intellectual content of certain scientific disciplines; The basic goals of school learning through active methods are: a good understanding of what is in science but also the adoption of intellectual arts for productive and creative activities. The traditional school works on pre-defined plans and programs and the goal of the curriculum is to adopt the program. The basic teaching method is the lecture (verbal transfer of knowledge) with the occasional use of teaching resources. The student has a mostly passive role of a listener who has to understand, remember and reproduce the compulsory material. Evaluation, whether verbally or in writing, consists in verifying the measure in which the required degree has been adopted. Learning motives are largely external to nature (appreciation, praise, reward, punishment ...) In a traditional school, the child is looked upon as a pupil, that is to one who should, with understanding, repeat the course more profoundly. An active school is more focused on a young man who is treated as a whole person whose intellectual potentials need to engage more in the teaching process. The active school is based on compulsory education standards based on which the orientation plans and work programs are designed. Such access also implies a part of teaching that is flexible and varies depending on the student's interest. Learning motivation is personal (internal). In teaching, active learning methods are based on work and intellectual engagement of students and research activities. The goal of an active school is not only the adoption of a curriculum, but also the versatile personality development of students. The active school evaluates not only the degree of competence of the knowledge defined by the educational standards, but also the progress of the children in comparison with the initial situation, the motivation and interest of the students for work and activity, the development of the personality and the satisfaction of the student's teaching that is realized.

Basically the task of teachers to educate, teach, train and evaluate students, so that learners can become human beings who can carry out life in harmony with his nature as human beings. related to the task of teachers in evaluating students then teachers should have the skills to teach. It is therefore necessary for the principal's role to motivate teachers to improve their performance and objectives to help teachers clearly see the purpose of education and to achieve the educational goals by fostering and developing better teaching methods and procedures. The purpose of this research is to improve teacher competence in the use of ICT, so as to improve teacher achievement and performance in competing in this globalization world. So with the use of ICT teachers are able to access and create lesson material that is better and interesting so siswapun will have better learning achievement also especially at SD Negeri 08 Pasar Surantih. The research will be applied is the School Action Research (PTS) is a type of research conducted by the principal and school supervisor. As Mulyasa pointed out that the School Action Research is an effort to improve the performance of the education system and improve school management to be productive, effective and efficient. this type of research needs to be introduced to principals and school supervisors through education and training (PTS) training. In the implementation of the PTS training, it is expected that the principal and school supervisor can: (1) understand the PTS as part of scientific research, (2) understand the meaning of private universities, (3) understand the compilation of the PTS proposal, (4) carry out and report the results of PTS conducted. According to Directorate of Tendik (2008) Step - Step PTS consists of four stages, yaituplanning (Plan), action (action), observation (observation) and reflection (reflection). The spiral cycle of the PTS stages can be as follows: The preliminary plan, prior to conducting the research the researcher formulates the problem formulation, the objectives and the action plan, including the research instrument and learning device 2. The action is done after the draft is prepared. Action is part of what will be done in Action Research School in research 3. Observation done when the teacher in bombing using a computer. The performance of teachers is strongly influenced by several factors, among others: firstly personality personality and high dedication determine the success of teachers in carrying out their duties as reflected in their attitude and actions in fostering and guiding learners. the two factors of professional development of teachers is very important because the task and its role not only provide information science but to form attitudes and souls that can survive in the era of hyperkompetition; the three factors of teaching ability of teachers is a reflection of the mastery of teachers on their competence; the four relationships and communication factors that occur in the work environment provide support for the smooth task of teachers in schools; the five factors of relationships with the community, the role of teachers in supporting school relations activities with the community can improve the understanding of the community about the goals and targets that the school wants to realize; the six disciplinary factors, A work will reap the rewards that satisfy all parties if the teacher is able to obey the specified signs through the application of discipline in carrying out their duties; the seven factors of the welfare level, provide appropriate incentives as a means of improving the welfare of teachers in order to prevent teachers from doing truancy activities by seeking additional outside to meet the needs of life; and the eight conducive working climate factors provide hope for teachers to work more calmly in line with school goals.

A thesis this is the result field research on the implementation of reword and punishment in an attempt to improve a key insight about learning discipline of to their students in an institution , loan institution program program lembaga kur was a continuation of undang-undang no 14 years 2005 on teachers and lecturers article 1 verse 1 about the role of teachers needed in sow and and discipline of has encouraged the growth of to their students , a professional teacher of with the main task of educate , for the allocation of teaching , from before them and behind , task will be to steer , take over as coach of , felt on the whole , and evaluate school tuition to early age education usia dini early childhood education an education channel formal , access to primary education , and education medium enterprises and the status of those things islamic junior high school MTs Roudlotul Muta‘allimin Moropelang based on Ahlussunnah Wal-Jama’ah .In an attempt to improve discipline of students to study at their own locations those things RoudlotulMuta’aliimin Moropelang now applied Reword and punishment to increase of the quality of learning the primary school students .A thesis which assumed the title of “the implantation of the Rewards and Punishment in improving the discipline of students to study at their own locations those things roudlotul Muta’allimin Moropelang Babat.