<![CDATA[Abstrak: Penelitian ini bertujuan untuk mengkaji pengaruh regulasi diri dan lingkungan keluarga terhadap kedisiplinan belajar siswa kelas X MPLB SMK Negeri 6 Surakarta baik secara simultan maupun parsial. Pendekatan yang digunakan adalah kuantitatif kausalitas dengan metode ex post facto. Populasi penelitian berjumlah 108 siswa, dan yang dijadikan sampel adalah 86 siswa. Data dikumpulkan melalui angket skala Likert yang telah teruji validitas dan reliabilitas, dan dianalisis menggunakan regresi linier berganda dengan perangkat lunak IBM SPSS Statistics 27. Hasil analisis menunjukkan: (1) regulasi diri berpengaruh positif dan signifikan terhadap kedisiplinan belajar, dengan t-hitung = 5,77 > t-tabel = 1,98 dan p = 0,001 < 0,05; (2) lingkungan keluarga tidak berpengaruh signifikan terhadap kedisiplinan belajar, dengan t-hitung = 1,07 < t-tabel = 1,98 dan p = 0,31 < 0,05; dan (3) secara simultan regulasi diri dan lingkungan keluarga berpengaruh positif dan signifikan, dengan F-hitung = 19,19 > F-tabel = 3,11 dan p = 0,001 < 0,05. Persamaan regresi yang dihasilkan adalah Ŷ = 19,79 + 0,44 X₁ + 0,04 X₂, dengan koefisien determinasi (R²) sebesar 0,312, yang berarti kedua variabel independen bersama-sama menjelaskan 31,2% varians kedisiplinan belajar siswa. Kata kunci: kuantitatif; regresi berganda; sekolah menengah kejuruan Abstract: This study aimed to examine the influence of self-regulation and family environment on learning discipline among Grade X Office Administration and Business Services (OABS) students at SMK Negeri 6 Surakarta, both simultaneously and individually. Methods: A quantitative causal approach with ex post facto design was employed. The population comprised 108 students, with 86 selected as the sample using simple random sampling. Data were collected through validated and reliable Likert-scale questionnaires and analyzed using multiple linear regression with IBM SPSS Statistics 27. Results: The analysis revealed that: (1) self-regulation demonstrated a positive and significant effect on learning discipline (t = 5.77 > t-table = 1.98, p = 0.001 < 0.05); (2) family environment showed no significant effect on learning discipline (t = 1.07 < t-table = 1.98, p = 0.31 > 0.05); and (3) simultaneously, self-regulation and family environment exhibited a positive and significant influence (F = 19.19 > F-table = 3.11, p = 0.001 < 0.05). Conclusion: The regression equation Y = 19.79 + 0.44X₁ + 0.04X₂ was derived, with a coefficient of determination (R²) of 0.312, indicating that both independent variables together explained 31.2% of the variance in students' learning discipline. Self-regulation emerged as the primary predictor of learning discipline in vocational education settings. Keywords: multiple regression; quantitative approach; vocational high school]]>
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