Implementasi MoU Tata Tertib dalam Penguatan Disiplin Siswa: Peran Guru PAI dan Orang Tua

Binti Fadlin Umaroh; Ahmad Ardiyansyah

doi:10.58577/dimar.v7i2.1039

Authors

Binti Fadlin Umaroh stai darussalam lampung
Ahmad Ardiyansyah Sekolah Tinggi Agama Islam Darussalam Lampung, Indonesia

DOI:

https://doi.org/10.58577/dimar.v7i2.1039

Keywords:

student discipline, Islamic Religious Education teacher, parental involvement, school regulations, Memorandum of Understanding

Abstract

Student discipline is an important component of character education, yet violations of school rules may still occur when disciplinary practices at school are not consistently reinforced at home. This study examines the implementation of a Memorandum of Understanding (MoU) on student regulations and the roles of Islamic Religious Education (PAI) teachers and parents in strengthening student discipline at SD Negeri 2 Bumi Tinggi, East Lampung. The study employed a qualitative case study approach. Data were obtained through interviews, observations, and documentation involving a PAI teacher, five parents, the principal, the fifth-grade homeroom teacher, and six fifth-grade students. Data were analyzed through data reduction, data display, and conclusion drawing, with source and technique triangulation used to support data credibility. The findings indicate that the MoU provided a shared basis for disciplinary guidance between the school and parents. The PAI teacher contributed through classroom guidance, personal example, habituation, and supervision, while parents reinforced discipline through supervision at home, time management, preparation of school needs, and communication with the school. School documentation also recorded fewer disciplinary violations after the implementation of the MoU, including lateness, incomplete uniforms, late submission of assignments, and failure to participate in communal prayer. However, inconsistent parental supervision, peer influence, and limited student self-awareness remained challenges. The study concludes that the MoU functions not merely as an administrative agreement but as a collaborative instrument for strengthening continuity between school-based and family-based discipline development.

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