<![CDATA[Abstrak: Penelitian ini bertujuan untuk: (1) mengetahui pengaruh self-awareness terhadap disiplin belajar siswa kelas XI MPLB di SMK Negeri 6 Surakarta; (2) mengetahui pengaruh sikap guru terhadap disiplin belajar; (3) mengetahui pengaruh self-awareness dan sikap guru secara bersama-sama terhadap disiplin belajar. Penelitian kuantitatif ini menggunakan populasi 106 siswa dengan teknik sampling jenuh. Instrumen yang digunakan divalidasi untuk memastikan keandalan data. Data dikumpulkan melalui kuisioner tertutup menggunakan skala Likert 1–4. Analisis data menggunakan regresi linear berganda dengan bantuan IBM SPSS versi 26. Hasil penelitian menunjukkan: (1) ada pengaruh yang positif dan signifikan self-awareness terhadap disiplin belajar siswa kelas XI MPLB di SMK Negeri 6 Surakarta ( 3,630 > 1,983); (2) ada pengaruh yang positif dan signifikan sikap guru terhadap disiplin belajar siswa kelas XI MPLB di SMK Negeri 6 Surakarta ( 5,441 > 1,983); (3) ada pengaruh yang positif dan signifikan self-awareness dan sikap guru terhadap disiplin belajar siswa kelas XI MPLB di SMK Negeri 6 Surakarta ( 34,607 > 3,08). Temuan lain menunjukkan sumbangan efektif self-awareness sebesar 14,5% dan sikap guru sebesar 25,7% terhadap disiplin belajar. Kata kunci: pendekatan kuantitatif; perilaku siswa; sekolah menengah kejuruan Abstract: This study examined the influence of self-awareness and teacher attitudes on learning discipline among eleventh-grade Management of Office and Business Services (MPLB) students at SMK Negeri 6 Surakarta. Employing a quantitative approach with multiple linear regression analysis, the research utilized a saturated sampling technique encompassing all 106 students in the target population. Data collection was conducted through validated questionnaires using a 4-point Likert scale, with subsequent analysis performed using IBM SPSS version 26. The findings revealed significant positive effects: (1) self-awareness demonstrated a significant influence on learning discipline (tcount = 3.630 > ttable = 1.983); (2) teacher attitudes showed a significant impact on learning discipline (tcount = 5.441 > ttable = 1.983); and (3) the combined effect of both variables was statistically significant (Fcount = 34.607 > Ftable = 3.08). The effective contribution analysis indicated that self-awareness contributed 14.5% and teacher attitudes contributed 25.7% to student learning discipline, with a total variance explanation of 40.2%. These results provide empirical evidence for the importance of developing student self-awareness and fostering positive teacher attitudes in enhancing learning discipline within vocational education settings. Keywords: quantitative approach; student behaviour; vocational high school]]>
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