TEACHER STRATEGIES IN INCLUDE DISCIPLINED CHARACTER IN STUDENTS THROUGH HIDDEN CURRICULUM IN GRADE IV OF STATE ELEMENTARY SCHOOL WATUMALANG 1, WONOSOBO

Abstract

Instilling a sense of discipline is an important aspect of elementary education that can be achieved through the hidden curriculum. This study aims to describe the strategies implemented by teachers, the challenges they face, and the solutions applied in instilling a sense of discipline in students through the hidden curriculum in the fourth-grade class at SD Negeri 1 Watumalang. This study employs a qualitative method using a case study design. The research subjects consisted of the school principal, the fourth-grade teacher, and the fourth-grade students. Data were collected through observation, interviews, and documentation. Data validity was ensured through source triangulation and methodological triangulation. Data analysis utilized the Miles, Huberman, and Saldaña model, which includes data reduction, data presentation, and drawing conclusions. The results of the study indicate that teachers’ strategies for instilling a disciplined character are carried out through setting a good example, habit formation, reprimands, and advice integrated into daily activities and interactions at school. The challenges faced include inconsistent disciplinary behavior among students, peer influence, and habits developed within the family environment. To address these challenges, teachers employ continuous habit formation, motivation, a personalized approach, monitoring of student behavior, and collaboration with parents. The research findings indicate that the hidden curriculum plays a role in shaping a disciplined character.