@thesis{thesis,
		author={Ermawati  Ermawati},
		title ={PENERAPAN MODEL 7K (KEAMANAN, KEBERSIHAN, KEINDAHAN, KETERTIBAN, KERINDANGAN,\r\nKEKELUARGAAN, DAN KEIMANAN) DI SDN MURUNG RAYA 1 BANJARMASIN},
		year={2026},
		url={http://eprints.uniska-bjm.ac.id/36884/},
		abstract={Penelitian ini bertujuan untuk mendeskripsikan penerapan serta faktor yang memengaruhi model 7K (keamanan, kebersihan, keindahan, ketertiban, kerindangan, kekeluargaan, dan keimanan) di SDN Murung Raya 1 Banjarmasin. Penelitian menggunakan pendekatan kualitatif dengan subjek kepala sekolah, wali kelas, koordinator kurikulum, dan peserta didik. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis menggunakan reduksi data, penyajian data, dan verifikasi dengan triangulasi teknik serta sumber. Hasil penelitian menunjukkan bahwa penerapan model 7K dilaksanakan setiap tanggal 17 melalui kegiatan membersihkan, merapikan, dan menghias kelas. Kelas terbaik diberikan penghargaan sebagai bentuk motivasi. Faktor pendukung meliputi peran guru sebagai fasilitator, kerja sama antara guru, peserta didik, dan orang tua, serta kekompakan peserta didik. Adapun faktor penghambat meliputi kurangnya peran guru, minimnya keterlibatan orang tua, dan kurangnya kerja sama antarpeserta didik.\r\n\r\n\r\nThis study aimed to describe the implementation of the 7K model (security, cleanliness, beauty, orderliness, greenery, kinship, and faith) and the factors influencing its implementation at SDN Murung Raya 1 Banjarmasin. A qualitative approach was employed, involving the principal, homeroom teachers, curriculum coordinator, and students as research subjects. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing with source and technique triangulation. The findings revealed that the 7K model was implemented on the 17th of each month through classroom cleaning, organizing classroom facilities, and decorating classrooms. The best classroom received an award as a form of student appreciation. Supporting factors included teachers\' roles as facilitators, collaboration among teachers, students, and parents, and strong teamwork among students. Inhibiting factors included the lack of teacher facilitation, limited parental involvement, and weak cooperation among classmates.}
		}