<![CDATA[Discipline in taking notes is one of the academic behaviors that supports understanding of concepts and learning retention, especially in Chemistry learning which has the characteristics of abstract, hierarchical, and interrelated material. The results of initial observations show that most students have not completed the notes completely and have not collected them on time. This condition shows the need for a learning strategy that is able to form more disciplined learning habits. This research aims to improve students' discipline in taking notes through the application of rewards and punishments in Chemistry learning. The study employed Kemmis and McTaggart's Classroom Action Research (CAR) model, conducted in three cycles involving 32 students of Class X E1 at SMAN 1 Situjuah Limo Nagari. Data were collected using an observation sheet assessing two indicators: the completeness of students' notes in accordance with the learning material and the timeliness of note submission. The data were analyzed descriptively using the percentage of students achieving both indicators in each cycle, and the action was considered successful when at least 85% of students met the predetermined discipline criteria. The results showed that students' discipline in note-taking discipline gradually increased from 45% in the pre-cycle to 58% in the first cycle, 81% in the second cycle, and 93% in the third cycle. Improvements occurred in both observed indicators, showing that the consistent application of rewards and punishments through cycles of action and reflection effectively strengthened students' discipline in taking notes. Thus, reward and punishment strategies can be applied as an alternative to improve positive academic behavior, especially the discipline of note-taking, in Chemistry learning.]]>
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