| dc.description.abstract | This research raises the issue of discipline in the teaching and learning process in the school environment by highlighting the rules of clocking in and out as a form of control over students' behaviour and time. This research was conducted at SMA Muhammadiyah 02 Medan using a qualitative approach and case study method. Michel Foucault's Panopticon theory was used as an analytical knife to dissect how the power mechanism works in disciplinary practices in educational institutions. Data were collected through observation, in-depth interviews, and documentation, involving informants from teachers, principals, students, and parents. The results show that discipline is not only carried out through formal rules, but also through symbolic and continuous supervision, thus forming obedience that comes from a sense of being watched. Students are in a position controlled by two poles of power at once school and home, both of which demand compliance without bargaining space. The power relations between counseling teachers, parents, and students show how discipline is not only physical, but also mental and symbolic, shaping behaviour in accordance with institutional norms. This research provides a sociological understanding of how power works subtly through surveillance mechanisms and how compliant bodies are produced in the school space. | en_US |
