Studi Korelasional: Kesadaran Diri dan Disiplin Belajar pada Siswa SMA

Abstract

Learning discipline problems among senior high school students are still frequently found, including truancy, arriving late, making noise in the classroom, sleeping during lessons, not bringing complete learning tools, littering, and leaving class early. This quantitative study employed a correlational approach using the Pearson Correlation technique to examine the relationship between self-awareness and learning discipline among senior high school students. The findings showed that most students had self-awareness in the moderate category (34.26%) with an average score of 69.89, while learning discipline was also predominantly in the moderate category (43.52%) with an average score of 103.19. Statistical analysis produced a correlation coefficient (r) of 0.331 with a significance value of 0.000 (p < 0.05), indicating a positive and significant relationship between self-awareness and learning discipline. These results suggest that higher self-awareness is associated with better learning discipline. Therefore, self-awareness plays an important role in helping students control behaviors that violate school rules. Future studies are recommended to explore additional variables and methods to better understand factors influencing learning discipline.