<![CDATA[The digitization of school administration through the implementation of digital attendance based on Radio Frequency Identification (RFID) has the potential to increase the efficiency of recording and monitoring student attendance, but its effectiveness in shaping disciplined behavior does not necessarily occur directly. On the other hand, parental involvement through supervision, communication, guidance, and habituation has an important role in the formation of student discipline behavior. This study aims to analyze the influence of digital attendance and the role of parents on student discipline at SMK Wirakarya 2 Ciparay, Bandung Regency. The study uses a quantitative approach with an associative design. Data was collected through a Likert scale questionnaire to students who met the criteria as active users of the RFID-based digital attendance system. The data was analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM) with the help of SmartPLS software through the evaluation of measurement models and structural models. The results showed that digital attendance and the role of parents together were able to explain 55.8% of the variation in student discipline. Partially, digital attendance had a positive path coefficient of 0.109, but the effect was not significant on student discipline (T = 0.789; P = 0.431). On the other hand, the role of parents had a positive and significant effect on student discipline with a path coefficient of 0.735 (T = 15.643; P < 0.001). These findings show that digital attendance plays a more role as an instrument for recording and monitoring, while parental involvement is more strongly related to the formation of student discipline. Implicitly, schools need to integrate the use of attendance data with communication, supervision, and continuous coaching through school and family collaboration.]]>
