ANALISIS KEDISIPLINANAN BELAJAR SISWA KELAS TINGGI DI SD NEGERI 37 PEKANBARU
DOI:
https://doi.org/10.23969/jp.v11i01.41843Keywords:
learning discipline, elementary school,gender,parents’ occupation, surveyAbstract
This study investigates learning discipline among upper-grade elementary students at SD Negeri 37 Pekanbaru and tests whether discipline differs by gender and parents’ occupation. A cross-sectional quantitative survey was administered to 166 Grade 4–5 students (academic year 2025/2026) selected through random sampling. Learning discipline was measured using a Likert-type questionnaire covering four dimensions: compliance with school rules, compliance with learning activities at school, compliance in completing assignments, and compliance with learning activities at home; teacher interviews were used as supporting information. Data were analyzed using descriptive statistics, an independent-samples t-test, and one-way ANOVA. Overall, students’ learning discipline was predominantly in the high category (M = 87.64); the highest dimension was compliance with school rules, whereas compliance with learning activities at school was comparatively lower. No statistically significant differences were found by gender (p = .061) or parents’ occupation (p = .336). These findings suggest that strengthening consistent routines and classroom management may be more impactful than focusing on demographic differences.
Downloads
References
Anjani, N. K., & Amritha, A. (2024). Analisis perbedaan gender dalam tingkat kedisiplinan, tingkat kepercayaan diri, dan tingkat kejujuran. Journal on Education, 7(2), 110–119.
Binti, M., Siswandari, & Susilaningsih. (2025). Dimensi fraud pentagon: Mengeksplorasi persepsi dan praktik kecurangan akademik mahasiswa pendidikan akuntansi. Jurnal Pendidikan Akuntansi Indonesia, 23(2), 61–74. https://doi.org/10.21831/jpai.v23i2.72387
Dangor, K. F. (2024). Gender and age differences in the attitudes of junior high school students towards punishment. Indonesian Journal of Education and Psychological Science (IJEPS), 2(5), 305–314.
Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28, 425–474. https://doi.org/10.1007/s10648-015-9320-8
Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939–944. https://doi.org/10.1111/j.1467-9280.2005.01641.x
Estévez, I., Rodríguez-Llorente, C., Piñeiro, I., González-Suárez, R., & Valle, A. (2021). School engagement, academic achievement, and self-regulated learning: A mediation model. Sustainability, 13(6), 3011. https://doi.org/10.3390/su13063011
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
Hardani, Auliya, N. H., Andriani, H., Fardani, R. A., Ustiawaty, J., Utami, E. F., Sukmana, D. J., & Istiqomah, R. R. (2020). Metode penelitian kualitatif & kuantitatif. Pustaka Ilmu.
Jihan, N. K. (2024). Analisis perbedaan tingkat kedisiplinan belajar siswa laki-laki dan perempuan di SD Negeri 6 Metro Timur [Skripsi, UIN Raden Intan Lampung].
Karlos, N., Wahyudi, L., Sere, S., & Roemintoyo. (2024). Peran guru dalam meningkatkan kedisiplinan belajar siswa sekolah dasar. Jurnal Pendidikan Indonesia, 5(2), 182–198.
Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643–680. https://doi.org/10.3102/0034654315626799
Liu, X., He, W., Zhao, L., & Hong, J.-C. (2021). Gender differences in self-regulated online learning during the COVID-19 lockdown. Frontiers in Psychology, 12, 752131. https://doi.org/10.3389/fpsyg.2021.752131
Maulana, H. M. M. (2019). Teori belajar behaviorisme Albert Bandura dan implikasinya dalam pembelajaran bahasa Arab. Ihya al-Arabiyah: Jurnal Pendidikan Bahasa dan Sastra Arab, 5(2), 212–220. https://doi.org/10.30821/ihya.v5i2.6376
Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121–131. https://doi.org/10.1037/a0033546
Nurhaini. (2019). Pengaruh antara keterlibatan orang tua dan motivasi belajar terhadap kedisiplinan siswa. Psikoborneo: Jurnal Ilmiah Psikologi, 7(4), 620–630. https://doi.org/10.30872/psikoborneo.v7i4.4844
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Rahayu, S., & Lidinillah, D. A. M. (2022). Analisis kedisiplinan belajar siswa pada masa pandemi COVID-19 di kelas V sekolah dasar. PEDADIDAKTIKA: Jurnal Ilmiah Pendidikan Guru Sekolah Dasar, 9(4), 531–544.
Sari, I. D., Sihombing, S. A., & Pasaribu, J. (2022). Pengaruh perhatian orang tua terhadap disiplin belajar siswa. Jurnal Pendidikan MIPA, 12(3), 896–901.
Simbolon, J. (2020). Penerapan metode layanan bimbingan kelompok untuk meningkatkan disiplin belajar siswa. Jurnal Teknologi Pendidikan, 13(1), 77–88. https://doi.org/10.24114/jtp.v13i1.18035
Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417–453. https://doi.org/10.3102/00346543075003417
Sugiyono. (2019). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.
Uge, L. D., Fanggidae, M. P., & Tafonao, T. (2022). Upaya guru dalam menanamkan karakter disiplin siswa sekolah dasar. ELSE (Elementary School Education Journal), 6(2), 460–468. https://doi.org/10.30651/else.v6i2.13671
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
