Teachers’ Pedagogical Competence and The Habituation of Character Values at Home in Shaping Learning Discipline
DOI:
https://doi.org/10.15408/sd.v13i2.54145Keywords:
Pedagogical Competence, Habituation of Character Values, Learning Discipline, Systematic Literature Review, Prophetic Pedagogy.Abstract
Students’ learning discipline remains one of the issues in education in Indonesia, particularly in the face of changes in the educational environment and the development of digital technology. This issue is related not only to student behavior but also to teachers’ pedagogical competence in managing learning and the consistency of character-value habituation within the family environment. This study aims to critically analyze the dynamics of teachers’ pedagogical competence and the habituation of character values at home in relation to the formation of student discipline from a pedagogical perspective. The study employs a Systematic Literature Review (SLR) method using the PRISMA protocol on literature obtained from Google Scholar and Portal Garuda and published from 2015-2025. The data were analyzed through the identification, selection, and synthesis of relevant research findings. The review findings indicate that teachers’ pedagogical competence plays a role in the formation of student discipline through an understanding of student characteristics and the management and implementation of learning strategies that support character development. In addition, the habituation of character values at home through exemplary behavior, consistency in rules, and everyday practices can strengthen the internalization of values developed at school. The synthesis of the review indicates that the formation of discipline requires synergy between teachers’ pedagogical competence and the family environment. From the perspective of Prophetic Pedagogy, this synergy is strengthened through the values of Shiddiq, Amanah, Tabligh, and Fathonah. This review provides a conceptual contribution to the development of character education that integrates the roles of school and family.
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