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This study aims to analyze the role of Pancasila and Citizenship Education (PPKn) learning in increasing students' legal awareness at SMPN 2 Mapakasunggu. The approach used was qualitative withHowever, this understanding is not fully reflected in students' daily behavior. Various violations of school rules are still found, such as tardiness, non-compliance with dress codes, and lack of discipline. This indicates that students' legal awareness is still at the cognitive stage and has not been optimally internalized in their attitudes and actions. Factors influencing this condition include learning methods that still find various violations of school rules, such as tardiness, non-compliance with dress codes, and lack of discipline. This indicates that students' legal awareness is still at the cognitive stage and has not been optimally internalized in their attitudes and actions. Factors influencing this condition include learning methods that are still predominantly theoretical, a lack of habituation activities and direct practice, and the influence of the school environment and students' social circles. Therefore, PPKn learning needs to be developed with a more contextual, participatory, and character-oriented approach to continuously improve students' legal awareness.  

Youth involvement in deviant behavior, including violence and bullying, is a major problem in education in Indonesia, particularly in SMN 2 Tarutung. The purpose of this study was to determine the different types of juvenile delinquency and analyze the components that contribute to these behaviors. Data were collected through observations, surveys and in-depth interviews with students and teachers using a qualitative approach with a case study design. The results showed that juvenile delinquency includes serious behaviors such as substance abuse and promiscuity to minor discipline violations. Negative interactions with peers, an unsupportive family environment, and students' disengaged attitudes with school are some of the influential factors. The impact of this delinquency creates an unfavorable environment for learning.

Student discipline is very important for students, the definition of student discipline is an orderly and regular state possessed by students at school, without any violations that are detrimental either directly or indirectly to the students themselves and to the school as a whole. Disciplinary violations that occur at school are the responsibility of the principal, homeroom teacher, other teachers and also the BK teacher who is the place to help and guide students to solve any problems that exist in the individual. The purpose of the study was to obtain a profile of the discipline of Class XI students of SMA Mathla'ul Anwar Menes in the 2023/2024 Academic Year. This type of research is quantitative using a descriptive observational research design. The population in this study were all class XI students of SMA Mathla'ul Anwar Menes in the 2023/2024 Academic Year totaling 153. The Slovin sample formula, the sample in this study amounted to 60 students. The results of this study found that 21.7% of respondents had a very high level of discipline. As many as 20% of respondents have a high level of self-acceptance and 56.7% of respondents have a moderate level of discipline. From the total score obtained of 6811 and divided by 60 students, the result is 113.5 and the value of 113.5 is included in the interval 108-126 or can be categorized as an average of student discipline included in the high category.

One of the most important aspects of formal and informal education in educational institutions is character education. Two types of character that should be formed are discipline and responsibility. Possession of discipline and responsibility are highly valued qualities, as character plays an important role in one's daily social interactions. Helping, grouping, and socializing are all included in it. Character development throughout human life as a whole is closely linked to the process of learning and self-formation. Character development can be achieved in the context of family, school, and the environment, which includes communities and groups. The objectives of this study are to (1) describe the teacher's approach in teaching social studies class VIII SMP Negeri 1 Kunjang Kediri that instills the character values of discipline and responsibility. (2) Determine what motivates and what hinders educators to foster the character values of discipline and responsibility in their students through social studies learning in class VIII A of SMP Negeri 1 Kunjang Kediri. (3) To find out the results of social studies learning techniques used to build character values of discipline and responsibility in students of class VIII A SMP Negeri 1 Kunjang Kediri. A descriptive qualitative approach was used in this study. In collecting data, the methods used were observation, interviews, and documentation. The Miles and Huberman approach was used in the design of this research, which used descriptive analysis techniques through three stages: data reduction, data display, and conclusion drawing. Triangulation of data sources was used in assessing the validity of the data. The teachers and students of SMP Negeri 1 Kunjang Kediri became the research subjects. Based on the data analysis, the following conclusions were obtained: 1) Motivation and exemplary teachers, active involvement of students in learning, self-habituation, and sanctioning violations are strategies used by social studies teachers at SMP Negeri 1 Kunjang Kediri, 2) Strong motivation, family support, school regulations, and the environment are the driving factors faced by social studies teachers at SMP Negeri 1 Kunjang Kediri in instilling the character values of discipline and responsibility to students. Meanwhile, the unsupportive atmosphere and students' lack of willingness to learn make them less effective learners are the inhibiting factors. In this case, the teacher's duties have been carried out in accordance with their responsibilities as educators, motivators, mentors, and assessors. 3) The results of the social studies teacher's strategy in the implementation of cultivating the character of discipline and responsibility for students in grade VIII through motivating activities, students become enthusiastic in discipline and responsibility for the mandate carried out, namely as students. Through exemplary, students have successfully applied and instilled forms of discipline and responsibility in terms of dress, time, and duties through their active participation in classroom learning. This is indicated by students' active participation in discussions, students' activeness in completing and collecting assignments given by the teacher, students' enthusiasm for learning that is always high, self-habituation that has been applied by social studies teachers, the ability of social studies teachers to train students to be more disciplined and responsible in terms of worship, students' habits to help others and parents, and the appearance of disciplined and responsible students, by making efforts to impose sanctions on students who commit violations so that they do not repeat them again and encourage them to be more aware of their obligations as students.

One of the most important aspects of formal and informal education in educational institutions is character education. Two types of character that should be formed are discipline and responsibility. Possession of discipline and responsibility are highly valued qualities, as character plays an important role in one's daily social interactions. Helping, grouping, and socializing are all included in it. Character development throughout human life as a whole is closely linked to the process of learning and self-formation. Character development can be achieved in the context of family, school, and the environment, which includes communities and groups. The objectives of this study are to (1) describe the teacher's approach in teaching social studies class VIII SMP Negeri 1 Kunjang Kediri that instills the character values of discipline and responsibility. (2) Determine what motivates and what hinders educators to foster the character values of discipline and responsibility in their students through social studies learning in class VIII A of SMP Negeri 1 Kunjang Kediri. (3) To find out the results of social studies learning techniques used to build character values of discipline and responsibility in students of class VIII A SMP Negeri 1 Kunjang Kediri. A descriptive qualitative approach was used in this study. In collecting data, the methods used were observation, interviews, and documentation. The Miles and Huberman approach was used in the design of this research, which used descriptive analysis techniques through three stages: data reduction, data display, and conclusion drawing. Triangulation of data sources was used in assessing the validity of the data. The teachers and students of SMP Negeri 1 Kunjang Kediri became the research subjects. Based on the data analysis, the following conclusions were obtained: 1) Motivation and exemplary teachers, active involvement of students in learning, self-habituation, and sanctioning violations are strategies used by social studies teachers at SMP Negeri 1 Kunjang Kediri, 2) Strong motivation, family support, school regulations, and the environment are the driving factors faced by social studies teachers at SMP Negeri 1 Kunjang Kediri in instilling the character values of discipline and responsibility to students. Meanwhile, the unsupportive atmosphere and students' lack of willingness to learn make them less effective learners are the inhibiting factors. In this case, the teacher's duties have been carried out in accordance with their responsibilities as educators, motivators, mentors, and assessors. 3) The results of the social studies teacher's strategy in the implementation of cultivating the character of discipline and responsibility for students in grade VIII through motivating activities, students become enthusiastic in discipline and responsibility for the mandate carried out, namely as students. Through exemplary, students have successfully applied and instilled forms of discipline and responsibility in terms of dress, time, and duties through their active participation in classroom learning. This is indicated by students' active participation in discussions, students' activeness in completing and collecting assignments given by the teacher, students' enthusiasm for learning that is always high, self-habituation that has been applied by social studies teachers, the ability of social studies teachers to train students to be more disciplined and responsible in terms of worship, students' habits to help others and parents, and the appearance of disciplined and responsible students, by making efforts to impose sanctions on students who commit violations so that they do not repeat them again and encourage them to be more aware of their obligations as students.

The urgency in several cases of student delinquency stems from law breaking attitudes and corruption cases which are increasingly common in our country, Indonesia. This occurs due to the dysfunction of several law enforcement agencies which are considered not to have emphasized their function in educating and anticipating cases of law violations in society. Some basic examples of legal awareness education and anti-corruption attitudes carried out in schools are students practicing through the honesty canteen, students practicing remembering their own assignments/exercises, students practicing identifying honest characters, schools providing special extracurriculars. So that way students and teachers understand the benefits of honesty and discipline. However, it should be noted that legal awareness education and an anti-corruption attitude should not be provided at elementary school level alone, this education must continue at subsequent educational levels because at the same time educational institutions at the upper level can be a strong milestone and reminder for building accountability and transparency.