Teacher Discipline in the Disruptive Era: A Conceptual Model for Junior High
Abstract
Abstrak
Era disrupsi secara fundamental menantang model disiplin guru tradisional yang berfokus pada kepatuhan, menciptakan kesenjangan signifikan antara praktik konvensional dan kebutuhan holistik pembelajar abad ke-21. Studi konseptual ini bertujuan mengatasi kesenjangan tersebut dengan merumuskan kerangka kerja konseptual adaptif yang terintegrasi untuk disiplin guru di Sekolah Menengah Pertama. Dengan menggunakan metodologi tinjauan integratif (integrative review), penelitian ini secara sistematis menganalisis dan mensintesis literatur ilmiah terkait profesionalisme guru, inovasi pedagogis, pembelajaran sosial-emosional, dan etika digital melalui analisis tematik. Hasil utamanya adalah Model Disiplin Guru Adaptif, sebuah kerangka konseptual baru yang terstruktur berdasarkan empat dimensi yang saling terhubung: Profesional-Adaptif, Pedagogis-Inovatif, Relasional-Empatis, dan Digital-Etis. Model ini diklaim sebagai arsitektur holistik yang melampaui manajemen kelas konvensional, menawarkan basis teoritis baru bagi profesionalisme guru. Ini memberikan implikasi praktis untuk reformasi pengembangan guru, kebijakan sekolah, dan strategi pendidikan di era disrupsi.
Kata Kunci: Disiplin Guru Adaptif; Kerangka Kerja Konseptual; Tinjauan Integratif; Sekolah Menengah Pertama (SMP); Era Disrupsi.
Abstract
The disruptive era fundamentally challenges traditional, compliance-focused teacher discipline models, creating a significant gap between conventional practices and the holistic needs of 21st-century learners. This conceptual study addresses this gap by aiming to formulate an integrated, adaptive conceptual framework for teacher discipline in Junior High Schools. Employing an integrative review methodology, the study systematically analyzed and synthesized scholarly literature related to teacher professionalism, pedagogical innovation, social-emotional learning, and digital ethics through thematic analysis. The main result is the Adaptive Teacher Discipline Model, a novel conceptual framework structured around four interconnected dimensions: Professional-Adaptive, Pedagogical-Innovative, Relational-Empathetic, and Digital-Ethical. This model is argued to be a holistic architecture that transcends conventional classroom management, offering a new theoretical basis for teacher professionalism. It provides practical implications for reforming teacher development, school policies, and educational strategies for the disruptive era.
Keywords: Adaptive Teacher Discipline; Conceptual Framework; Integrative Review; Junior High Schools; Disruptive Era.
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