<![CDATA[ABSTRACT Learning discipline is an important aspect of maintaining order and responsibility in students’ academic activities. However, some students still exhibit undisciplined behaviors, such as arriving late at school, disregarding school regulations, and failing to complete assignments responsibly. This study aimed to examine changes in students’ learning discipline after participating in group counseling using the assertive training technique at SMA Negeri 15 Palembang. A quantitative approach was employed using a pre-experimental one-group pretest-posttest design. Nine students with low levels of learning discipline were selected through purposive sampling. Data were collected through observation, questionnaires, and documentation. The learning discipline questionnaire was developed using a Likert scale and demonstrated a Cronbach’s Alpha reliability coefficient of 0.893. Data were analyzed using a normality test and the Wilcoxon Signed Rank Test. The findings revealed that the mean learning discipline score increased from 56.22 in the pretest to 70.22 in the posttest. The Wilcoxon test yielded a significance value of 0.008, indicating a difference in scores before and after the intervention. These findings suggest that group counseling using assertive training may support improvements in students’ learning discipline. This technique may be considered as an alternative guidance and counseling service, while taking into account the limited sample size and the study’s design without a control group. ABSTRAK Disiplin belajar merupakan salah satu aspek yang mendukung keteraturan dan tanggung jawab siswa dalam mengikuti kegiatan akademik. Namun, masih ditemukan siswa yang menunjukkan perilaku kurang disiplin, seperti terlambat datang ke sekolah, mengabaikan tata tertib, dan tidak menyelesaikan tugas secara bertanggung jawab. Penelitian ini bertujuan mengetahui perubahan disiplin belajar siswa setelah mengikuti layanan konseling kelompok dengan teknik assertive training di SMA Negeri 15 Palembang. Penelitian menggunakan pendekatan kuantitatif dengan desain pre-experimental one-group pretest-posttest. Sebanyak sembilan siswa dengan tingkat disiplin belajar rendah dipilih melalui teknik purposive sampling. Data dikumpulkan menggunakan observasi, angket, dan dokumentasi. Angket disiplin belajar disusun berdasarkan skala Likert dan memiliki reliabilitas Cronbach’s Alpha sebesar 0,893. Analisis data dilakukan melalui uji normalitas dan Wilcoxon Signed Rank Test. Hasil penelitian menunjukkan bahwa skor rata-rata disiplin belajar meningkat dari 56,22 pada pretest menjadi 70,22 pada posttest. Uji Wilcoxon menghasilkan nilai signifikansi 0,008, yang menunjukkan adanya perbedaan skor sebelum dan sesudah perlakuan. Temuan ini mengindikasikan bahwa konseling kelompok dengan teknik assertive training berpotensi mendukung peningkatan disiplin belajar siswa. Teknik tersebut dapat dipertimbangkan sebagai salah satu alternatif layanan bimbingan dan konseling, dengan memperhatikan keterbatasan jumlah sampel dan desain penelitian tanpa kelompok kontrol.]]>
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