<![CDATA[Learning discipline is a crucial factor in students’ academic success; however, Islamic senior high school students (Madrasah Aliyah) often experience problems such as tardiness, task procrastination, and poor time management. This study aimed to examine the effect of group counseling services using the self-management technique on students’ learning discipline. A quantitative approach with a pre-experimental one-group pretest–posttest design was employed. The participants consisted of seven eleventh-grade students selected through purposive sampling. The intervention was conducted in four group counseling sessions focusing on self-monitoring, self-evaluation, and self-reinforcement. Data were collected using a learning discipline scale with established validity and reliability, and analyzed using a paired sample t-test. The results indicated a significant difference in students’ learning discipline levels before and after participating in the group counseling sessions. These findings suggest that strengthening self-regulation through group-based self-management activities is positively associated with improved learning discipline. This study concludes that group counseling with the self-management technique has the potential to serve as a contextual guidance and counseling strategy for fostering learning discipline among Madrasah Aliyah students. _____________________________________________________________Disiplin belajar merupakan aspek penting dalam keberhasilan akademik siswa, namun pada jenjang Madrasah Aliyah masih ditemukan berbagai permasalahan seperti keterlambatan hadir, prokrastinasi tugas, dan rendahnya pengelolaan waktu belajar. Penelitian ini bertujuan untuk menguji pengaruh layanan konseling kelompok dengan teknik self-management terhadap disiplin belajar siswa Madrasah Aliyah. Penelitian menggunakan pendekatan kuantitatif dengan desain pra-eksperimen one-group pretest–posttest. Subjek penelitian berjumlah tujuh siswa kelas XI yang dipilih melalui teknik purposive sampling. Intervensi dilakukan melalui empat sesi konseling kelompok yang menekankan tahapan self-monitoring, self-evaluation, dan self-reinforcement. Data dikumpulkan menggunakan skala disiplin belajar yang telah memenuhi kriteria validitas dan reliabilitas, kemudian dianalisis menggunakan uji paired sample t-test. Hasil penelitian menunjukkan adanya perbedaan yang signifikan antara tingkat disiplin belajar siswa sebelum dan sesudah mengikuti layanan konseling kelompok dengan teknik self-management. Temuan ini mengindikasikan bahwa penguatan pengelolaan diri melalui dinamika kelompok berasosiasi positif dengan peningkatan disiplin belajar siswa. Penelitian ini menyimpulkan bahwa konseling kelompok dengan teknik self-management berpotensi menjadi strategi layanan bimbingan dan konseling yang kontekstual dalam membina disiplin belajar siswa Madrasah Aliyah.]]>
