Sociology of Educational Institutions: Restorative Discipline Practices in Handling Student Conflict in Madrasah Tsanawiyah
DOI:
https://doi.org/10.53639/ijsse.v4i2.155Keywords:
Sociology of Educational Institutions, MTs Ma’arif NU 3 Kemranjen, Restorative discipline, Relational MechanismAbstract
This article examines the practice of restorative discipline in handling student conflict at a junior high school (Madrasah Tsanawiyah) through the perspective of the sociology of educational institutions. The research focuses primarily on analyzing how the restorative discipline model works to build students' social responsibility compared to conventional punishment alone. Using a qualitative approach with an in-depth case study design, data were collected through documentation, direct observation of the problem-solving process at the school, and in-depth interviews with the principal, the guidance counselor (Mrs. Erna Fitrianingsih), and a student (Ms. Risma). Three dimensions of evidence examined include conflict resolution through dialogue, clarification, and apology; the role of the guidance counselor and homeroom teacher as facilitators of social relations; and the growth of students' moral awareness of the impact of their actions. The research findings indicate that the implementation of a "Love-Based Curriculum" and a non-punitive approach successfully reduced social tensions and restored solidarity among students at MTs Ma'arif NU 3 Kemranjen. This article provides a theoretical contribution to the study of the sociology of Islamic education regarding the governance of educational institutions based on field data and the restoration of social relations between actors.
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