IMPLEMENTASI PENDIDIKAN KARAKTER DALAM MEMBENTUK KEDISIPLINAN PADA KEGIATAN MADABINTAL DI PEMBELAJARAN SEJARAH SMK ANGKASA 1 KALIJATI TAHUN AJARAN 2025/2026

Abstract

This study aims to: (1) examine the implementation of character education in shaping discipline through Madabintal activities at SMK Angkasa 1 Kalijati; (2) analyze the role of history learning in fostering students’ discipline; and (3) identify the obstacles faced by the school in implementing discipline through Madabintal activities in history learning. This research employs a qualitative approach using a holistic single case study method. The research site was SMK Angkasa 1 Kalijati. The research subjects included history teachers, the principal, the vice principal for student affairs, field instructors, and tenth-grade students of SMK Angkasa 1 Kalijati. Data were collected through observation, in-depth interviews, and documentation. Data analysis used the interactive model of Miles and Huberman, consisting of data collection, data reduction, data display, and conclusion drawing. The results of the study indicate that: (1) Madabintal activities are able to shape students’ discipline through the habituation of discipline-based character education with a semi-military approach, such as morning and afternoon assemblies, marching drills, uniform regulations, enforcement of school rules, and structured physical and mental training conducted repeatedly. Teachers and Madabintal instructors provide consistent role models in accordance with applicable rules. (2) History learning plays a role in instilling discipline values through the integration of character values into history learning materials, the exemplary values of historical figures, and the use of various learning methods such as project-based learning, group discussions, and outdoor learning by utilizing the Kalijati History House Museum. (3) Obstacles in implementing discipline include low awareness and motivation of some students regarding discipline, limited instructional time, inadequate facilities and infrastructure, as well as the influence of family environment and students’ social interactions outside school.