Learning Discipline as a Determinant of Students’ Civic Education Learning Achievement in Secondary Schools

Abstract

Education plays a vital role in shaping a knowledgeable, well-characterized, and responsible generation. Students’ academic achievement is influenced not only by cognitive abilities but also by their attitudes and learning discipline. This study aims to obtain empirical, valid, and reliable evidence regarding the effect of learning discipline on students’ Civic Education (PPKn) outcomes. The research applied a quantitative method with a correlational approach, using proportional random sampling to collect data. The instruments used were Likert-scale questionnaires for the learning discipline variable (X) and the Civic Education learning outcomes variable (Y). Data analysis employed Pearson’s Product Moment correlation after meeting normality requirements. The resulting simple regression equation was Ŷ = -44.82 + 0.95X. Hypothesis testing showed that the regression was significant (Fcalculated = 261.17 > Ftable = 4.20) and linear (Fcalculated = -1.325 < Ftable = 3.44). The correlation coefficient was rxy = 0.537, and the t-test indicated a significant relationship (tcalculated = 3.375 > ttable = 1.701). The coefficient of determination was 28.84%, meaning learning discipline contributed 28.84% to Civic Education learning outcomes. Thus, there is a positive and significant relationship between learning discipline and Civic Education achievement—the higher the discipline, the better the students’ learning outcomes.