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Kondang Prayoga
Buddhist Education Department, Jinarakkhita Buddhist College of Lampung, Indonesia
Chemistry Education Mathematics Physics

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Self-concept and discipline of students at SMPN 1 Adiluwih Pringsewu Kondang Prayoga; Komang Sutawan; Juni Suryanadi
International Journal of Science and Applied Science: Conference Series Vol 9, No 1 (2025): International Journal of Science and Applied Science: Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijsascs.v9i1.113278

Abstract

This study aims to determine the effect of self-concept on student discipline at SMP Negeri 1 Adiluwih, Pringsewu Regency. Student discipline is an important factor in supporting learning success, while self-concept reflects an individual's perception of themselves, which can influence behavior and attitudes in the school environment. This study uses a quantitative approach with a survey method. The population in this study was all students at SMPN 1 Adiluwih, and the sample was taken randomly by stratification. Data collection was conducted through a closed questionnaire that had been tested for validity and reliability. The data analysis technique used was simple linear regression to determine the extent of the influence of self-concept on discipline. The more positive the students' self-concept, the higher their level of discipline in the school environment. These findings show the importance of strengthening self-concept in efforts to improve student discipline at school. The more positive the students' self-concept, the higher their level of discipline in the school environment. These findings show the importance of strengthening self-concept in efforts to improve student discipline at school. How many words are there in the above sentence? The higher the self-concept of students, the higher their level of discipline at school. The coefficient of determination (R²) value of 0.517 shows that self-concept contributes 51.7% to the variation in student discipline. The remaining 48.3% is influenced by factors other than the research variables, such as family environment, social circle, and the learning system at school.
Co-Authors Juni Suryanadi Komang Sutawan