<![CDATA[Student discipline is an important component of character development; however, undisciplined behaviors, such as lateness, disorderly participation in school activities, failure to complete assignments, and violations of school rules, were still found at SMA Negeri 1 Gunungsitoli Idanoi. This study aimed to analyze the effects of classical Guidance and Counseling (GC) services and Small Group Discussion on student discipline. A quantitative approach was employed using a one group pretest-posttest design involving 33 students of Grade XI-A. Data were collected through a questionnaire that had been tested for validity and reliability and analyzed using descriptive statistics, t-test, F-test, and coefficient of determination. The results showed that the mean discipline score increased from 60.45 in the pretest to 94.72 in the posttest. Partially, classical GC services had a significant effect on student discipline (t = 2.403; p = 0.028), while Small Group Discussion also had a significant effect (t = 3.138; p = 0.006). Simultaneously, both variables had a significant effect (F = 12.769; p = 0.000), with an R² of 0.600. The findings indicate that integrating classical GC services with Small Group Discussion was associated with improved student discipline. ABSTRAK Disiplin siswa merupakan bagian penting dalam pembentukan karakter, tetapi masih ditemukan perilaku seperti keterlambatan, ketidaktertiban mengikuti kegiatan sekolah, tidak menyelesaikan tugas, dan pelanggaran tata tertib di SMA Negeri 1 Gunungsitoli Idanoi. Penelitian ini bertujuan menganalisis pengaruh layanan Bimbingan dan Konseling (BK) klasikal dan Small Group Discussion terhadap disiplin siswa. Penelitian menggunakan pendekatan kuantitatif dengan desain one group pretest-posttest yang melibatkan 33 siswa kelas XI-A. Data dikumpulkan melalui angket yang telah diuji validitas dan reliabilitas, kemudian dianalisis menggunakan statistik deskriptif, uji t, uji F, dan koefisien determinasi. Hasil penelitian menunjukkan rata-rata skor disiplin meningkat dari 60,45 pada pretest menjadi 94,72 pada posttest. Secara parsial, layanan BK klasikal berpengaruh signifikan terhadap disiplin siswa (t = 2,403; p = 0,028), sedangkan Small Group Discussion juga berpengaruh signifikan (t = 3,138; p = 0,006). Secara simultan, kedua variabel berpengaruh signifikan terhadap disiplin siswa (F = 12,769; p = 0,000), dengan R² sebesar 0,600. Temuan menunjukkan bahwa penerapan layanan BK klasikal yang dipadukan dengan Small Group Discussion berkaitan dengan peningkatan disiplin siswa.]]>
