Independent scout general proficiency requirement (SKU) examination: An autonomy-based assessment for developing students’ independence and discipline
- Authors
-
-
Mohamad Yusuf Wisnu WardanaUniversitas PGRI Adi Buana Surabaya
-
Dinda Ika Putri YuniarUniversitas PGRI Adi Buana Surabaya
-
Mar'atus SholikhahUniversitas PGRI Adi Buana Surabaya
-
Bagus Dwi PermanaUniversitas PGRI Adi Buana Surabaya
-
Abdul SaidullahUniversitas PGRI Adi Buana Surabaya
-
Susi Hermin RusmiatiUniversitas PGRI Adi Buana Surabaya
-
- Keywords
- Scouting, General Proficiency Requirements, SKU Exam, Student Character, Discipline
- Abstract
Strengthening Character Education in elementary schools still faces operational challenges, as the values of independence and discipline are often taught normatively rather than developed through direct, structured, repeated, and consistently measurable experiences. This study aims to analyze the implementation of the Independent Scout General Proficiency Requirement (SKU) Examination based on limited assistance in fostering independent initiative and habituating disciplined behavior among Cub Scout students in elementary schools. This research employed an intrinsic qualitative case study at SD Hangtuah 11 Surabaya, using purposive sampling, interviews, observation, documentation, thematic analysis, triangulation, member checking, and ethical research procedures. The findings reveal that: 1) the Independent SKU Examination develops students’ independence through the initiative to approach the Scout coach, competency demonstrations without direct guidance, and limited assistance that strengthens responsibility, courage, and learning control; and 2) Scout habituation instills discipline through weekly routines, roll calls, uniform-attribute checks, task evaluation, punctuality, and orderliness, enabling students to gradually develop self-control and procedural compliance. This study concludes that the Independent Scout SKU Examination is not merely an assessment instrument, but a pedagogical practice that develops students’ independence and disciplined character through autonomy, limited assistance, and routine habituation to counterbalance the culture of instant gratification. The study contributes to Self-Determination Theory by elaborating the concepts of autonomy support, limited assistance, and pedagogical distancing, while also offering a structured character assessment model for the sustainable development of independence and discipline among elementary school students.
- References
-
Arianti, N. N., Sudirman, I. N., & Oka Suardana, I. P. (2024). Analisis peran ekstrakurikuler Pramuka dalam pembentukan karakter bertanggung jawab siswa kelas V di SDN 1 Cempaga. Jurnal Pengabdian Kepada Masyarakat Nusantara, 5(2), 2855–2860. https://doi.org/10.55338/jpkmn.v5i2.2605
Aziz, R. A., & Ulya, V. F. (2022). Internalisasi nilai karakter melalui kegiatan ekstrakurikuler Pramuka di madrasah. Intelektual: Jurnal Pendidikan dan Studi Keislaman, 12(2), 171–187. https://doi.org/10.33367/ji.v12i2.2705
Bhairawa, P. P., Suryanto, S., Ningrum, S., Widianingsih, I., & Rianto, Y. (2022). Using convergent parallel mixed methods and datasets for science, technology, and innovation policy dynamics research in Indonesia. ASEAN Journal on Science and Technology for Development, 39(2), 94–106. https://doi.org/10.29037/ajstd.845
Biesta, G. (2020). Risking education: An essay on the friction of pedagogy. Routledge. https://doi.org/10.4324/9781003054887
Brandmo, C., & Gamlem, S. M. (2025). Students' perceptions and outcome of teacher feedback: A systematic review. Frontiers in Education, 10, 1572950. https://doi.org/10.3389/feduc.2025.1572950
Davidson, M., Lickona, T., & Khmelkov, V. (2023). The power of character. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing. Springer. https://doi.org/10.1007/978-3-031-24420-9_29
Demetriadis, S. N., Papadopoulos, P. M., Stamelos, I. G., & Fischer, F. (2008). The effect of scaffolding students’ context-generating cognitive activity in technology-enhanced case-based learning. Computers & Education, 51(2), 939–954. https://doi.org/10.1016/j.compedu.2007.09.012
Dini, M., Nabilla, S. M., Fitriani, K., Julasari, D., Fahmiyanti, E., Az-Zahra, C., … Iasha, V. (2025). Systematic literature review (SLR): Implementasi pendidikan karakter melalui kegiatan ekstrakurikuler Pramuka di sekolah dasar. Action Research Journal Indonesia, 6(4), 486–510. https://doi.org/10.61227/arji.v6i4.274
Eccles, J. S., Barber, B. L., Stone, M., & Hunt, J. (2003). Extracurricular activities and adolescent development. Journal of Social Issues, 59(4), 865–889. https://doi.org/10.1046/j.0022-4537.2003.00095.x
Gestsdottir, S., & Lerner, R. M. (2008). Intentional self-regulation in adolescence: Structure, evolution, and relations with positive youth development. Child Development, 79(6), 1585–1602. https://doi.org/10.1111/j.1467-8624.2008.01213.x
Haryanto, H., Sugilar, S., & Sapriati, A. (2024). Evaluasi program ekstrakurikuler Pramuka dalam membentuk karakter disiplin di SDN Rambutan 03. Jurnal Pendidikan Indonesia, 5(8), 568–577. https://doi.org/10.59141/japendi.v5i8.3258
Hollweck, T. (2015). Review of the book Case study research: Design and methods (5th ed.), by R. K. Yin. Canadian Journal of Program Evaluation, 30(1), 108–110. https://doi.org/10.3138/cjpe.30.1.108
Irwan, I., Agus, J., & Saputra, J. (2022). Penanaman sikap tanggung jawab dan kepedulian melalui pembelajaran PKn di sekolah dasar. Jurnal Basicedu, 6(6), 9264–9273. https://doi.org/10.31004/basicedu.v6i6.3722
Iwasaki, Y. (2016). The role of youth engagement in positive youth development and social justice youth development for high-risk, marginalised youth. International Journal of Adolescence and Youth, 21(3), 267–278. https://doi.org/10.1080/02673843.2015.1067893
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588–600. https://doi.org/10.1037/a0019682
Jilink, L., Leseman, P., Slot, P., & Gevers, M. (2025). The role of after-school programs in supporting social and emotional learning: A synthesis of systematic reviews. International Journal of Educational Research Open, 9, 100546. https://doi.org/10.1016/j.ijedro.2025.100546
Johnson, S. B., Voegtline, K. M., Ialongo, N., Hill, K. G., & Musci, R. J. (2023). Self-control in first grade predicts success in the transition to adulthood. Development and Psychopathology, 35(3), 1358–1370. https://doi.org/10.1017/S0954579421001255
Juwantara, R. A. (2019). Efektivitas ekstrakurikuler Pramuka dalam menanamkan karakter jujur, disiplin, dan bertanggung jawab pada siswa madrasah ibtidaiyah. Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran, 9(2), 160–171. https://doi.org/10.25273/pe.v9i2.4994
Larson, R. W. (2000). Toward a psychology of positive youth development. American Psychologist, 55(1), 170–183. https://doi.org/10.1037/0003-066X.55.1.170
Larson, R. W., Hansen, D. M., & Moneta, G. (2006). Differing profiles of developmental experiences across types of organized youth activities. Developmental Psychology, 42(5), 849–863. https://doi.org/10.1037/0012-1649.42.5.849
Lester, N. A., Moran, S., Küntay, A. C., Allen, S. E. M., Pfeiler, B., & Stoll, S. (2022). Detecting structured repetition in child-surrounding speech: Evidence from maximally diverse languages. Cognition, 221, 104986. https://doi.org/10.1016/j.cognition.2021.104986
Li, J.-B., Bi, S., Willems, Y. E., & Finkenauer, C. (2021). The association between school discipline and self-control from preschoolers to high school students: A three-level meta-analysis. Review of Educational Research, 91(1), 73–111. https://doi.org/10.3102/0034654320979160
Magnusson, C. G., Luoto, J. M., & Blikstad-Balas, M. (2023). Developing teachers’ literacy scaffolding practices—Successes and challenges in a video-based longitudinal professional development intervention. Teaching and Teacher Education, 133, 104274. https://doi.org/10.1016/j.tate.2023.104274
Mahendra, A. R., William, N., & Nurmalasari, W. (2023). Pendidikan karakter disiplin dan tanggung jawab melalui ekstrakurikuler kepramukaan siswa kelas IV sekolah dasar. Tanggap: Jurnal Riset dan Inovasi Pendidikan Dasar, 4(1), 13–24. https://doi.org/10.55933/tjripd.v4i1.509
Man, S., Wong, S. P., Lam, S. I., & Liang, T. (2020). Development and initial validation of the Personal and Social Responsibility Scale for physical education settings. Journal of International Education and Practice, 3(1–2), 27–34. https://doi.org/10.30564/jiep.v3i1and2.2331
Mawardini, A., Inayah, Y., Nurahma, S. S., & Azzahra, Z. (2025). Membangun generasi unggul: Integrasi Tri Satya, Dasa Dharma, keterampilan, kepemimpinan dan kerja sama dalam pendidikan kepramukaan. Mudir: Jurnal Manajemen Pendidikan, 7(1), 110–199. https://doi.org/10.55352/mudir.v7i1.1588
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications. https://www.metodos.work/wp-content/uploads/2024/01/Qualitative-Data-Analysis.pdf
Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and Instruction, 42, 95–103. https://doi.org/10.1016/j.learninstruc.2016.01.004
Sánchez-Miguel, P. A., Leo, F. M., Amado, D., Sánchez-Oliva, D., & García-Calvo, T. (2017). Effects of an intervention with teachers in the physical education context: A Self-Determination Theory approach. PLOS ONE, 12(12), e0189986. https://doi.org/10.1371/journal.pone.0189986
Sari, A. P., Risma, R., & Sari, C. K. (2025). Peran kurikulum nasional dalam pembentukan integritas siswa sekolah dasar melalui pendidikan karakter. Jurnal Keluarga Sehat Sejahtera, 23(1), 65–71. https://doi.org/10.24114/jkss.v23i1.65701
Sholawati, S., & Khilmiyah, A. (2023). The evaluation of the character education program in Muhammadiyah elementary schools. Edukasi Islami: Jurnal Pendidikan Islam, 12(2), 1145–1158. https://doi.org/10.30868/ei.v12i02.3649
Syafiudin, M., & Purwono, A. (2022). Peran ekstra kurikuler Pramuka dalam pembentukan karakter disiplin siswa. Irsyaduna: Jurnal Studi Kemahasiswaan, 2(1), 28–39. https://doi.org/10.54437/irsyaduna.v2i1.409
Wohlin, C., & Rainer, A. (2022). Is it a case study?—A critical analysis and guidance. Journal of Systems and Software, 192, 111395. https://doi.org/10.1016/j.jss.2022.111395
Zamiri, M., & Esmaeili, A. (2024). Strategies, methods, and supports for developing skills within learning communities: A systematic review of the literature. Administrative Sciences, 14(9), 231. https://doi.org/10.3390/admsci14090231
- Downloads
- Published
- 2026-06-30
- How to Cite
-
Wardana, M. Y. W., Yuniar, D. I. P., Sholikhah, M., Permana, B. D., Saidullah, A., & Rusmiati, S. H. (2026). Independent scout general proficiency requirement (SKU) examination: An autonomy-based assessment for developing students’ independence and discipline. EDUCARE Journal of Primary Education, 7(1), 29–40. https://doi.org/10.35719/educare.v7i1.400
- Section
- Articles
- License
-
Copyright (c) 2026 Mohamad Yusuf Wisnu Wardana, Dinda Ika Putri Yuniar, Mar'atus Sholikhah, Bagus Dwi Permana, Abdul Saidullah, Susi Hermin Rusmiati
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Copyright Notice
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-Share-Alike (CC BY-SA) license. that allows others to Share — copy and redistribute the material in any medium or format, Adapt — remix, transform, and build upon the material for any purpose, even commercially.
This work is licensed under a Attribution-ShareAlike 4.0 International (CC BY-SA 4.0).EDUCARE: Journal of Primary Education
Published by Faculty of Tarbiyah and Teacher Training, Kiai Haji Achmad Siddiq State Islamic University of Jember, East Java, Indonesia
