Budaya Kerja Disiplin Positif: Strategi Pemberdayaan Guru
Downloads
How to Cite
Penelitian tentang budaya organisasi dan disiplin kerja guru telah banyak dilakukan, tetapi kajian yang secara khusus menempatkan budaya kerja disiplin positif sebagai strategi pemberdayaan guru masih terbatas. Penelitian ini bertujuan mendeskripsikan penerapan budaya kerja disiplin positif serta menganalisis peran kepala sekolah dalam membangun lingkungan kerja yang mendukung profesionalisme guru secara sistematis, konsisten, dan berkelanjutan. Penelitian menggunakan pendekatan kualitatif deskriptif dan dilaksanakan di SMP Negeri Candi Laras 1 Tapin, Kalimantan Selatan. Informan terdiri atas satu kepala sekolah dan dua guru yang dipilih secara purposive berdasarkan keterlibatan dan pengalaman mereka dalam pelaksanaan budaya kerja sekolah. Data dikumpulkan melalui wawancara semi-terstruktur, observasi, dan studi dokumentasi, kemudian dianalisis menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Keabsahan data diperkuat melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa kepala sekolah berperan sebagai komunikator, teladan kedisiplinan, motivator, dan fasilitator pengembangan profesional. Budaya kerja disiplin positif diwujudkan melalui komunikasi partisipatif, pembinaan humanis, keteladanan, pelibatan guru dalam pengambilan keputusan, serta dukungan terhadap peningkatan kompetensi. Penerapan budaya tersebut berkontribusi pada peningkatan motivasi, tanggung jawab, profesionalisme, dan keterlibatan guru dalam pengembangan sekolah. Dengan demikian, budaya kerja disiplin positif berpotensi menjadi strategi pemberdayaan guru yang humanis, partisipatif, dan berkelanjutan untuk memperkuat kualitas pendidikan.
Positive Discipline Work Culture: Teacher Empowerment Strategies
Abstract
Research on organizational culture and teacher work discipline is extensive; however, studies that position a positive discipline work culture as a strategy for teacher empowerment remain limited. This study aimed to describe the implementation of a positive discipline work culture and analyze the principal’s role in creating an environment that supports teacher professionalism. A descriptive qualitative approach was employed at SMP Negeri Candi Laras 1 Tapin, South Kalimantan. The participants comprised one principal and two teachers selected purposively based on their involvement and experience in implementing the school’s work culture. Data were collected through semi-structured interviews, observations, and document analysis and analyzed using Miles and Huberman’s interactive model, consisting of data reduction, data display, and conclusion drawing. Data credibility was strengthened through source and method triangulation. The findings indicate that the principal served as a communicator, role model for discipline, motivator, and facilitator of professional development. Positive discipline was manifested through participatory communication, humanistic guidance, exemplary conduct, teacher involvement in decision-making, and support for competency development. These practices contributed to teachers’ motivation, responsibility, professionalism, and participation in school development. Therefore, a positive discipline work culture can serve as a humanistic, participatory, and sustainable teacher empowerment strategy for improving educational quality.
Akib, R., Elpisah, & Fhareza, M. (2022). Peran Budaya Kerja Sekolah Terhadap Peningkatan Kinerja Tenaga Pendidik Dan Kependidikan. Jambura Economic Education Journal, 4(1), 42–50. https://doi.org/10.37479/jeej.v4i1.12228
Anggraeni, D., Rahmawati, N., & Suryadi, A. (2024). Pemberdayaan Guru dalam Meningkatkan Profesionalisme dan Kualitas Pembelajaran di Sekolah. Jurnal Manajemen Pendidikan Indonesia, 16(1), 45–56.
Asbari, M., Novitasari, D., Wardoyo, S., & Lafendry, F. (2024). Membangun Lingkungan Belajar Positif: Seminar Implementasi Disiplin Positif di Sekolah Menengah Atas. Jurnal Pengabdian Kepada Masyarakat, 01(01), 8–14. https://doi.org/10.70508/6bq1bg09
Divayana, D. G. H., Suyasa, P. W. A., Adiarta, A., Heryanda, K. K., & Andayani, M. S. L. (2025). Pemberdayaan Disiplin Positif Melalui Posisi Kontrol Guru Dan Restitusi. Proceeding Senadimas Undiksha, 10(1), 1420–1429.
Faqihudin, M. (2024). Implementasi Budaya Sekolah dalam Membentuk Profesionalisme Guru. Thawalib: Jurnal Kependidikan Islam, 5(1), 255–266. https://doi.org/10.54150/thawalib.v5i1.413
Firmansyah, Tiro, A., & Hartini. (2023). Peran Budaya Kerja Kepala Sekolah Terhadap Peningkatan Kompotensi Kinerja Guru. UTILITY: Jurnal Ilmiah Pendidikan Dan Ekonomi, (1), 10–18. http://journal.stkipnurulhuda.ac.id/index.php/utility
Fitriani. (2024). Strategi Kepala Sekolah Dalam Meningkatkan Disiplin Kerja Guru Di Sdit Al-Baariq. Jurnal Manejemen, Akuntansi Dan Pendidikan (JAMAPEDIK), (1), 20. https://doi.org/10.59971/jamapedik.v2i1.99
Forefry, N. (2017). Strategi Pemberdayaan Guru Oleh Sekolah (Studi Kasus di SMAN 5 dan SMADarul Hikam Kota Bandung). Jurnal Administrasi Pendidikan, 24(1), 47–59.
Hafizi, R., Suyoto, Rahmadi, Aslamiah, & Cinantya, C. (2025). Pengaruh Gaya Kepemimpinan Transformasional dan Budaya Organisasi Terhadap Kinerja Guru di Era Digital. Jurnal Manajemen Pendidikan, 10(3), 1081–1089. https://doi.org/10.34125/jmp.v10i3.728
Hargreaves, A., & Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. Teachers College Press.
Harmonika, S., & Supiarmo, M. G. (2025). Peran Budaya Organisasi dalam Meningkatan Kinerja Guru. Jurnal Manajemen Dan Budaya, 5(1), 53. https://doi.org/10.51700/manajemen.v5i1.792
Hasibuan, M. S. P. (2017). Manajemen Sumber Daya Manusia (Revisi). Bumi Aksara.
Nelsen, J. (2015). Positive Discipline. Ballantine Books.
Nurlathifah, L., & Hidayat, W. (2025). Peran Budaya Organisasi dalam Meningkatkan Komitmen Profesionalisme Guru di Sekolah. INNOVATIVE: Journal Of Social Science Research, 5(1), 5395–5405. https://doi.org/10.31004/innovative.v5i1.17242
Pratama, R., & Suyanto, T. (2022). Pengaruh Budaya Sekolah dan Kepemimpinan Kepala Sekolah terhadap Kinerja Guru Sekolah Dasar. Jurnal Administrasi Pendidikan, 29(2), 134–145.
Putikadyanto, A. P. A., Amin, M. B., & Wachidah, L. R. (2024). Mewujudkan Sekolah Ramah Anak: Implementasi Disiplin Positif dalam Kurikulum Merdeka. Kiddo: Jurnal Pendidikan Islam Anak Usia Dini, 1, 106–116. https://doi.org/10.19105/kiddo.v5i1.12766
Robbins, S. P., & Judge, T. A. (2022). Organizational Behavior (19th ed.). Pearson Education.
Satiwi, S., & Dekawati, I. (2023). Pembinaan Dan Pemberdayaan Guru Oleh Kepala Sekolah Serta Kontribusinya Terhadap Disiplin Kerja Guru. Edum Journal, 6(2), 115–131. https://doi.org/10.31943/edumjournal.v6i2.156
Schein, E. H. (2017). Organizational Culture and Leadership (5th ed.). Wiley.
Short, P. M., & Rinehart, J. S. (1992). School Participant Empowerment Scale: Assessment of Level of Empowerment Within the School Environment. Educational and Psychological Measurement, 52(4), 951–960.
Suriansyah, A. (2014a). Hubungan Budaya Sekolah, Komunikasi, dan Komitmen Kerja terhadap Kinerja Guru Sekolah Dasar. Cakrawala Pendidikan, 33(3), 358–367.
Suriansyah, A. (2014b). Hubungan Budaya Sekolah, Komunikasi, Dan Komitmen Kerja Terhadap Kinerja Guru Sekolah Dasar Negeri. Cakrawala Pendidikan, 33(3), 358.
Sutrisno, E. (2020). Manajemen Sumber Daya Manusia. Kencana.
UNESCO. (2021). Reimagining Our Futures Together: A New Social Contract for Education. UNESCO Publishing.
Wahyudi, A., & Sudrajat, H. (2023). Pengaruh Budaya Organisasi dan Disiplin Kerja terhadap Kinerja Guru Sekolah Menengah. Jurnal Pendidikan Dan Manajemen Sekolah, 8(1), 77–88.
Wahyuni, R., Limin, D. L., Eshariyani, Savitri, A. M., & Mentarini, N. (2023). Budaya Organisasi Dalam Meningkatkan Profesionalisme Pembelajaran Guru Di Sekolah. Equity in Education Journal, 5(2). https://doi.org/10.37304/eej.v5i2.10771
Widiartina, N. K., Sudiarta, I. G., & Astini, N. P. (2024). Kepemimpinan Transformasional, Kreativitas Guru, dan Kepuasan Kerja terhadap Kinerja Guru. Jurnal Administrasi Pendidikan Indonesia, 15(1), 22–33.
Widiastuti, E., & Supriyanto, A. (2021). Budaya Organisasi dan Motivasi Kerja dalam Meningkatkan Kinerja Guru di Sekolah. Jurnal Manajemen Pendidikan, 13(2), 101–112.
Copyright (c) 2026 Sisca, Arif Rahman, Raihani Rahma, Nazarni Dara Puteri, Muhammad Fitriadi, Ahmad Suriansyah, Ratna Purwanti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Empiricism Journal agree to the following terms:
- For all articles published in Empiricism Journal, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agrees to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
