Pebriani Putri, Dea (2026) IMPLEMENTASI REWARD DAN PUNISHMENT MATA PELAJARAN SOSIOLOGI DALAM MEMBENTUK KEDISIPLINAN PESERTA DIDIK DI MADRASAH ALIYAH NEGERI 2 KOTA SERANG. S1 thesis, UNIVERSITAS SULTAN AGENG TIRTAYASA.
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Abstract
This study aims to describe the implementation of reward and punishment in sociology This study aims to describe the implementation of rewards and punishments in sociology learning in shaping the discipline of grade XI IPS students at MAN 2 Kota Serang. This study uses a qualitative method with a descriptive approach, with data collection techniques through observation, interviews, and documentation. The results show that rewards and punishments have been implemented, but success in shaping disciplined behavior is still limited. Based on George C. Homans' social exchange theory, rewards in the form of praise and punishments in the form of reprimands are perceived by students as simple consequences. In the success proposition, some students repeat positive behavior after receiving appreciation. In the stimulus proposition, similar stimuli trigger repeated behavior, although student responses are not always consistent. In the value proposition, meaningless consequences have not become a strong incentive in regulating learning discipline. Meanwhile, in the deprivation-satiation proposition, the repeated administration of punishment is perceived as causing boredom. In the approval–aggression proposition, no aggressive behavior was found among students, indicating that rewards and punishments are educational in nature. Overall, the implementation of rewards and punishments requires variation in form and consideration of meaning so that the formation of student discipline can take place more optimally.
| Item Type: | Thesis (S1) | |||||||||
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| Additional Information: | Penelitian ini bertujuan untuk mendeskripsikan implementasi reward dan punishment dalam pembelajaran sosiologi dalam membentuk kedisiplinan peserta didik kelas XI IPS di MAN 2 Kota Serang. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif, dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa reward dan punishment telah diterapkan, namun keberhasilan dalam membentuk perilaku disiplin masih terbatas. Berdasarkan analisis teori pertukaran sosial George C. Homans, reward berupa pujian dan punishment berupa teguran dipersepsi peserta didik sebagai konsekuensi yang sederhana. Pada proposisi sukses, sebagian peserta didik mengulangi perilaku positif setelah menerima apresiasi. Pada proposisi stimulus, kesamaan rangsangan memicu perilaku berulang, meskipun respons peserta didik tidak selalu konsisten. Pada proposisi nilai, konsekuensi yang kurang bermakna belum menjadi dorongan kuat dalam mengatur kedisiplinan belajar. Sementara itu, pada proposisi deprivasi–satiasi, pemberian punishment yang berulang dipersepsi menimbulkan kejenuhan. Pada proposisi persetujuan–agresi tidak ditemukan perilaku agresif peserta didik, yang menunjukkan bahwa reward dan punishment bersifat mendidik. Secara keseluruhan, implementasi reward dan punishment memerlukan variasi bentuk dan pertimbangan makna agar pembentukan kedisiplinan peserta didik dapat berlangsung lebih optimal. | |||||||||
| Subjects: | L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools | |||||||||
| Divisions: | 02-Fakultas Keguruan dan Ilmu Pendidikan > 87204-Jurusan Pendidikan Sosiologi | |||||||||
| Depositing User: | Dea Pebriani Putri | |||||||||
| Date Deposited: | 23 Feb 2026 04:00 | |||||||||
| Last Modified: | 23 Feb 2026 04:00 | |||||||||
| URI: | http://eprints.untirta.ac.id/id/eprint/58679 |
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