The Implementation of Persuasive Approaches in Enhancing Students’ Disciplinary Character: A Comparative Study of Two Islamic Educational Institutions in Yogyakarta
DOI:
https://doi.org/10.57255/edusains.v3i2.1915Keywords:
Persuasive Approach; Disciplinary Character; Islamic Education; Character Education; Qualitative Comparative StudyAbstract
The development of students’ disciplinary character remains a challenge in Islamic educational institutions, particularly in ensuring that compliance with institutional rules develops into sustained self-discipline. Although persuasive approaches are widely employed through advice, motivation, and guidance, their implementation across different educational settings and their relationship to students’ disciplinary behavior require further contextual examination. This study aims to compare the implementation of persuasive approaches in developing students’ disciplinary character at MTs Jamilurrahman Yogyakarta and Salafiyah Wustha Islamic Centre Bin Baz Yogyakarta, including their reported outcomes and supporting and inhibiting factors. Employing a qualitative comparative approach, the study draws on interviews with school leaders, teachers, caregivers, and students, alongside observations and relevant documentation. The data are analyzed descriptively and thematically to identify patterns of implementation and differences between the two institutions. The findings indicate that both institutions employ advice, motivation, role modeling, interpersonal communication, habituation, supervision, and follow-up guidance. However, MTs Jamilurrahman places greater emphasis on individualized guidance, attendance monitoring, and parental involvement, whereas Salafiyah Wustha Islamic Centre Bin Baz emphasizes coordination among teachers, caregivers, dormitory supervisors, and the security department. Informants reported positive but uneven developments in punctuality, rule compliance, and daily discipline, with some students continuing to require repeated guidance. The study integrates Ibn Sina’s perspective on persuasion and communication with Thomas Lickona’s framework of moral knowing, moral feeling, and moral action. It contributes a context-sensitive understanding of persuasive discipline-building and highlights the importance of distinguishing observable compliance from the internalization of independent and consistent disciplinary character.
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