Analysis of the Role of Educational Units and Methods of Handling Student Misconduct in Aceh Jaya Regency, Indonesia

Abstract

Student delinquency at the senior high school level constitutes a significant issue that can disrupt the teaching–learning process and undermine a conducive school climate. Therefore, the active involvement of educational institutions in prevention and intervention efforts is essential. This study aims to analyse the roles of educational institutions and the methods used to address student delinquency across nine senior high schools in Aceh Jaya Regency, located in urban, coastal, and inland areas. This research adopted a qualitative approach, utilising closed-ended questionnaires distributed to 162 respondents and in-depth interviews conducted in nine schools: SMA Negeri 1 Teunom, SMA Negeri 1 Krueng Sabee, SMA Negeri 1 Jaya, SMA Negeri 1 Calang, MAN Aceh Jaya, MAS Lamno, SMK Negeri 1 Pasie Raya, SMK Negeri 1 Calang, and SMK Swasta MUDI. The questionnaire analysis revealed that the identification of the teacher who plays the most significant role in handling student delinquency received an average score of 45.05% (categorised as poor), indicating a lack of clear role coordination.

In contrast, the intervention strategies achieved an average score of 86.76% (categorised as very good), suggesting that the methods applied are relatively effective. The study recognised Guidance and Counselling (BK) teachers as the primary actors; however, it also found that collaboration with Physical Education (PJOK) teachers, Islamic Education (PAI) teachers, homeroom teachers, and other subject teachers played a significant role, particularly in building emotional connections with students. The methods implemented include personal approaches, coaching, lectures, counselling, mediation, and the involvement of parents, school committees, security officers, psychologists, and child protection agencies. Overall, the management of student delinquency in Aceh Jaya emphasises a collaborative, humanistic approach, highlighting the need for more structured, synergistic school policies.