Learning Discipline and Students’ Learning Outcomes in Social

Abstract

This study aims to examine the effect of self-awareness, time management, and learning interest as dimensions of learning discipline on students’ learning outcomes in Social Studies among eighth-grade students at SMPK Santa Maria Assumpta Kupang. The study employed a quantitative approach with a population of 104 eighth-grade students, from which 79 students were selected as the research sample using an appropriate sampling technique. Data were collected through questionnaires and documentation and analyzed using descriptive statistical analysis, classical assumption tests, and hypothesis testing with the assistance of SPSS. The results indicate that self-awareness, time management, and learning interest individually have a positive and significant effect on students’ learning outcomes. Self-awareness obtained a t-value of 3.333 with a significance value of 0.001, time management obtained a t-value of 3.179 with a significance value of 0.002, and learning interest obtained a t-value of 3.024 with a significance value of 0.003. All three variables simultaneously have a significant effect on students’ learning outcomes. The coefficient of determination (R²) of 0.526 indicates that self-awareness, time management, and learning interest collectively explain 52.60% of the variance in students’ learning outcomes, while the remaining 47.40% is explained by other factors not examined in this study. These findings suggest that strengthening students’ learning discipline, particularly through self-awareness, effective time management, and learning interest, is important for improving learning outcomes in Social Studies.