Pedagogical strategies for strengthening discipline and learning behavior in a religious school culture

Abstract

Purpose: to examine the pedagogical strategies used by Islamic religious education (IRE) teachers to strengthen students’ discipline and learning behavior at Salafiyah junior high school, Pekalongan city.

Method: this study used a qualitative field research design. Data were collected through interviews, observations, and documentation involving the vice principal for student affairs, IRE teachers, and purposively selected seventh-grade students. Data were analyzed using the Miles, Huberman, and Saldaña interactive model, and validity was ensured through source and technique triangulation.

Findings: IRE teachers strengthen students’ discipline and learning behavior through role modeling, guidance, value reinforcement, and consistent supervision integrated with religious habituation activities. A strong religious school culture supports the implementation, although some challenges arise from differences in students’ self-discipline.

Implications: integrating pedagogical strategies with religious habituation can effectively strengthen students’ discipline and learning behavior, highlighting the important role of teachers in creating a supportive and value-based learning environment.

Originality: linking Islamic religious habituation with teacher pedagogical strategies to strengthen student discipline and learning behavior, emphasizing the operational practices of teachers in a religious school context rather than focusing solely on rule enforcement.