The Impact of Indonesia’s Child Protection Act on Classroom Discipline and Teacher Attitudes: A Case Study of SMKN 1 Barru

Aslindah Hasanuddin; Heri Tahir; Irsyad Dachri

doi:10.59175/pijed.v4i2.853

Authors

Aslindah Hasanuddin Universitas Negeri Makassar, South Sulawesi, Indonesia
Heri Tahir Universitas Negeri Makassar, South Sulawesi, Indonesia
Irsyad Dachri Universitas Negeri Makassar, South Sulawesi, Indonesia

DOI:

https://doi.org/10.59175/pijed.v4i2.853

Keywords:

Child Protection Act, Learning Process, Teacher Discipline, Vocational School

Abstract

The Fourth Industrial Revolution has influenced education in Indonesia, including classroom management and discipline. This study examines: (1) how the Child Protection Act (Law No. 35 of 2014) is implemented in the learning process at State Vocational High School/SMKN 1 Barru, and (2) efforts made by school stakeholders to minimize violations of the Act. A qualitative descriptive approach was used. Data were collected through classroom observations, questionnaires, semi-structured interviews with teachers and counseling staff, and documentation review during June–August 2018. The findings show that teachers demonstrate mixed attitudes toward the Act: some perceive it as supporting humane education, while others fear criminalization and thus avoid disciplinary actions. Stakeholders attempt to reduce violations through tiered guidance based on the severity of student misconduct, strengthening communication among teachers, students, school leaders, and parents, and emphasizing non-physical disciplinary strategies.

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