The Relationship Between Peer Social Interaction and Self Control on the Discipline of 11th Grade Students at Senior High School 6 Kediri

Abstract

This research is motivated by the importance of discipline as an indicator of educational success. However, field observations show that many students still do not exhibit disciplined behavior. The purpose of this study is to determine whether there is a relationship between peer social interaction and self-control with the discipline of 11th Grade students at High School 6 Kediri. This research employed a quantitative approach using a correlational method and multiple correlation analysis techniques. The sample consisted of 40 students from a population of 395, selected using cluster random sampling. The instruments used were three psychological scales: the peer social interaction scale (57 items), self-control scale (24 items), and student discipline scale (36 items), with reliability scores of 0.974, 0.982, and 0.985 respectively. Hypothesis testing results showed no significant relationship between peer social interaction and self-control with discipline, as evidenced by the significance value (Sig. 2-tailed) of 0.642 (> 0.05). These findings suggest that student discipline is more influenced by external factors such as teacher supervision and school regulations rather than peer interaction and self-control. Therefore, schools need to strengthen consistent discipline systems and foster a culture of discipline through group guidance, habituation, and character building. Further research is recommended to explore other factors such as family influence, teacher leadership styles, and school climate on student discipline.