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Abstract

This study aims to analyze the effectiveness of a point-based violation system in fostering students' character development at SMAN 7 Luwu Timur. The primary purpose is to examine how structured disciplinary measures shape student behavior, enhance responsibility, and promote ethical values within the school environment. A qualitative research method was employed, utilizing observations, structured interviews with teachers and students, and document analysis. The data were collected over an academic year to assess changes in student behavior and disciplinary trends. Findings reveal that the point-based system positively influences student discipline and moral growth. Teachers report a significant decline in behavioral infractions and an improvement in students’ awareness of ethical conduct. The system fosters accountability and self-regulation, encouraging students to take responsibility for their actions. However, challenges persist, particularly in ensuring consistent enforcement and securing parental involvement. Variations in disciplinary application sometimes undermine effectiveness, highlighting the need for comprehensive teacher training and structured implementation guidelines. The study implies that a well-structured point-based violation system can be an effective character education tool when integrated with a supportive and fair disciplinary framework. Future research should explore long-term behavioral impacts and adaptations across diverse educational settings for better sustainability and effectiveness. Policymakers and educators must collaborate to refine disciplinary approaches to balance strict enforcement with character-building strategies.

Keywords

Character Development Point-Based System Educational Discipline Student Behavior School Climate

Article Details

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This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Syarif, A., Baderiah, B., & Taqwa, T. (2024). Enhancing Students’ Character Development through a Point-Based Violation System. International Journal of Asian Education, 5(4), 363–373. https://doi.org/10.46966/ijae.v5i4.464
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