<![CDATA[ Abstrak Penelitian ini dilatarbelakangi oleh rendahnya kedisiplinan belajar siswa kelas X Jurusan Manajemen Perkantoran dan Layanan Bisnis di SMK Negeri 1 Banyudono. Berdasarkan data prapenelitian, 58% siswa melakukan pelanggaran disiplin, seperti terlambat masuk kelas, terlambat mengumpulkan tugas, dan menggunakan gawai untuk hal di luar pembelajaran. Penelitian ini bertujuan menganalisis (1) pengaruh teman sebaya terhadap kedisiplinan belajar; (2) pengaruh regulasi diri terhadap kedisiplinan belajar; dan (3) pengaruh teman sebaya dan regulasi diri secara simultan terhadap kedisiplinan belajar. Penelitian ini menggunakan metode kuantitatif dengan pendekatan asosiatif kausal. Sampel ditentukan dengan teknik sampel jenuh sebanyak 70 siswa. Data dikumpulkan melalui angket tertutup berbentuk skala Likert modifikasi yang telah diuji validitas dan reliabilitasnya. Hasil analisis regresi linear berganda menunjukkan bahwa teman sebaya tidak berpengaruh signifikan terhadap kedisiplinan belajar (t = 1,358; p = 0,179), sedangkan regulasi diri berpengaruh signifikan (t = 5,447; p < 0,001). Secara simultan, teman sebaya dan regulasi diri berpengaruh signifikan terhadap kedisiplinan belajar (F(2, 67) = 22,023; p < 0,001). Nilai R² sebesar 0,397 menunjukkan bahwa teman sebaya dan regulasi diri menjelaskan 39,7% variansi kedisiplinan belajar. Temuan ini memberikan kontribusi praktis bagi SMK untuk memprioritaskan penguatan regulasi diri siswa sebagai strategi utama peningkatan kedisiplinan belajar menuju kesiapan kerja di dunia industri. Kata kunci : disiplin belajar, regulasi diri, sekolah kejuruan, teman sebaya Abstract Learning discipline is a critical determinant of academic success and work readiness, yet it remains low among vocational students. This study examined the effects of peer influence and self-regulation on the learning discipline of tenth-grade students in the Office Management and Business Services program at a public vocational high school in Indonesia, where preliminary data showed that 58% of students engaged in disciplinary violations. A quantitative, causal-associative design was employed. Through saturated sampling, 70 students completed a validated closed questionnaire based on a modified four-point Likert scale, and the data were analyzed using multiple linear regression. Peer influence did not significantly affect learning discipline (t = 1.358, p = .179), whereas self-regulation had a strong, significant effect (t = 5.447, p < .001). Jointly, the two predictors significantly explained learning discipline, F(2, 67) = 22.023, p < .001, accounting for 39.7% of its variance (R² = .397), with self-regulation contributing far more (34.62%) than peer influence (5.04%). These findings indicate that learning discipline in vocational settings is driven primarily by internal regulatory capacity rather than peer dynamics, suggesting that schools should prioritize strengthening students’ self-regulation as the principal strategy for improving discipline and industrial work readiness. Keywords: learning discipline; peer influence; self-regulation; vocational education; multiple regression]]>
