<![CDATA[Student discipline is an important indicator of the success of character education in schools. However, violations of rules still often occur and have the potential to hinder students' academic and social development if not addressed early. Therefore, identification of factors that influence discipline is needed as a basis for developing preventive and responsive Guidance and Counseling services. This study aims to analyze the relationship between self-awareness and family environment with the level of discipline of grade 10 students at SMK Muhammadiyah 1 Semarang and SMK Teuku Umar Semarang. The study used a quantitative approach with a correlational design. Data were collected through a Likert scale to measure discipline (Kohlberg's theory), self-awareness (Goleman's theory), and family environment (Rudolf Moos & Bernice Moos's theory). The population was 333 students with a sample of 182 students through stratified random sampling. The instrument was valid with a reliability of 0.905 (self-awareness), 0.839 (discipline), and 0.870 (family environment). The results of the analysis using multiple linear regression showed a significant influence of self-awareness and family environment (p < 0.05). Simultaneously, both variables contributed 65.3%, while 34.7% was influenced by other variables. It was concluded that the higher the self-awareness and the more conducive the family environment, the better the student's discipline. This finding emphasizes the importance of optimizing Guidance and Counseling services that focus on developing self-awareness and increasing family involvement as a preventive strategy to improve student discipline towards school rules.]]>
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