Analysis of the Implementation of Behavioristic Learning Theory in the Transformation of Student Discipline

Abstract

This study addresses the growing challenge of student discipline and moral development in contemporary education, where discipline is viewed not merely as rule compliance but as a structured behavioral outcome shaped through learning processes. The purpose of this research is to describe efforts to form students’ discipline character through the implementation of behaviorism theory in the learning process at MTs Raodhatut Thalibin Tohri Mamuju. This study employs a qualitative method with a literature study approach combined with systematic observation, involving teachers and students as research subjects. Data were collected through literature review, classroom observation, and documentation, and analyzed using content analysis focusing on stimulus-response patterns, reinforcement, habituation, and punishment strategies. The findings reveal that the implementation of behaviorism theory through structured classroom management, consistent reinforcement (rewards), habituation practices, and non-physical sanctions effectively fosters students’ discipline. Furthermore, this approach contributes significantly to the development of students’ responsibility, self-regulation, and awareness within a child-friendly and non-violent educational framework, although careful application is required to avoid overdependence on external rewards.