Exploring a Positive Discipline Approach to Foster Academic Motivation in Senior High School: A Stakeholder Perspective
Keywords:
positive discipline, academic motivation, senior secondary schools, educational stakeholders, qualitative research
Abstract
This study investigates the perceptions of educators, students, and parents regarding the implementation of positive discipline in schools and its influence on students’ academic motivation. It examines how principals, teachers, students, supervisors, and parents understand and apply positive discipline, including its forms, effectiveness, challenges, and supporting factors. Data were collected through Focus Group Discussions (FGDs) involving 30 participants divided into four stakeholder-based groups. Using thematic analysis, the study found that teachers’ understanding of positive discipline varies, influencing its consistency and effectiveness. Although approaches such as positive reinforcement and reflective group discussions are practiced, punitive methods are still common. The application of positive discipline contributes to improved student motivation, classroom engagement, and healthier school relationships. However, challenges include limited teacher training and occasional resistance from students or parents. Meanwhile, supportive policies and strong communication between schools and parents serve as enabling factors. The study recognizes limitations, such as a relatively small and diverse sample size, which may affect generalizability. Since the research focused on senior high and vocational schools, the findings may not fully represent other educational levels. Moreover, the FGD method may introduce social desirability bias in participants’ responses. Despite these limitations, the findings emphasize the importance of institutional support, continuous teacher development, and parental collaboration in strengthening the practice of positive discipline. This research offers a culturally grounded perspective on positive discipline in Indonesian schools, highlighting its role in fostering student motivation and building a positive educational climate.
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References
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Fulgencio, R. G., & Maguate, G. S. (2023). Awareness and Implementation of the Public Elementary School Teachers of the Positive Discipline Model: Basis for a Guidance Program. 06(08).
Furjanic, D., Mannan, I., Hamilton, J. C., Nese, J. F. T., Austin, S., Izzard, S., & Nese, R. N. T. (2022). Examining the Social Validity of a Universal Intervention for Reducing Exclusionary Discipline through Stakeholder Voice. Journal of Applied School Psychology, 38(4), 352–379. https://doi.org/10.1080/15377903.2021.1968092
George, I. N., Sakirudeen, O., & Sunday, H. (2017). Effective classroom management and students’ academic performance in secondary schools in Uyo local government area of Akwa Ibom state. Research in Pedagogy, 7(2), 43–56. https://doi.org/10.17810/2015.47
Gnambs, T., & Hanfstingl, B. (2016). The decline of academic motivation during adolescence: An accelerated longitudinal cohort analysis on the effect of psychological need satisfaction. Educational Psychology, 36(9), 1691–1705. https://doi.org/10.1080/01443410.2015.1113236
Gunadi, C. L., & Gunawan, W. (2014). Hubungan motivasi akademik dengan prestasi belajar siswa SMA’X’di Jakarta Barat. Jurnal NOETIC Psychology, 4(1), 23–42.
Gupta, P. K., & Mili, R. (2017). Impact Of Academic Motivation On Academic Achievement: A Study On High Schools Students. European Journal of Education Studies, 0, Article 0. https://doi.org/10.46827/ejes.v0i0.547
Guskey, T. R. (2002). Professional Development and Teacher Change. Teachers and Teaching, 8(3), 381–391. https://doi.org/10.1080/135406002100000512
Habbah, E. S. M., & Husna, E. N. (2024). Strategi Guru Dalam Pengelolaan Kelas Yang Efektif Untuk Meningkatkan Motivasi Belajar Siswa. Journal of Pedagogi, 1(2), Article 2. https://doi.org/10.62872/vf2gr537
Hariri, H., Karwan, D. H., Haenilah, E. Y., Rini, R., & Suparman, U. (2021). Motivation and Learning Strategies: Student Motivation Affects Student Learning Strategies. European Journal of Educational Research, volume–10–2021(volume–10–issue–1–january–2021), 39–49. https://doi.org/10.12973/eu-jer.10.1.39
Hussain, N., & Nadim, D. (2024). School and Home-related Factors in Academic Motivation of Secondary School Students: A Literature Review. 6(2).
Isik, U., Tahir, O. E., Meeter, M., Heymans, M. W., Jansma, E. P., Croiset, G., & Kusurkar, R. A. (2018). Factors Influencing Academic Motivation of Ethnic Minority Students: A Review. Sage Open, 8(2), 2158244018785412. https://doi.org/10.1177/2158244018785412
Jeslin, J., Sarinah, S., & Putra, A. I. D. (2019). Prestasi Belajar ditinjau dari Kedisiplinan pada Siswa Perguruan Setia Budi Abadi Perbaungan. Journal of Education, Humaniora and Social Sciences (JEHSS), 2(1), Article 1. https://doi.org/10.34007/jehss.v2i1.48
Kachingwe, C., & Nithyanantham, Dr. V. (2023). Examining Factors Affecting Curriculum Implementation in Achieving High Academic Performance in Malawi – A Case Study of Kadzakalowa Community Day Secondary School (Ntcheu). International Journal of Current Science Research and Review, 06(05). https://doi.org/10.47191/ijcsrr/V6-i5-35
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Kitova, E. B., & Troshkin, M. I. (2020). Educational motivation and the impact of the transition to distance through the eyes of university students. Bulletin of the Baikal State University, 3, 341–350.
Křeménková, L. (2019). An Analysis Of The Relationship Between Academic Motivation And Academic Achievement In University Students. EDULEARN19 Proceedings, 9439–9446. 11th International Conference on Education and New Learning Technologies. https://doi.org/10.21125/edulearn.2019.2348
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Published
2025-10-10
How to Cite
Hermahayu, H., Rasidi, R., & Zahra, A. A. (2025). Exploring a Positive Discipline Approach to Foster Academic Motivation in Senior High School: A Stakeholder Perspective. Bulletin of Counseling and Psychotherapy, 7(2). https://doi.org/10.51214/002025071589000
Section
Articles in English
Copyright (c) 2025 Hermahayu Hermahayu, Rasidi Rasidi, Aning Az Zahra
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