Kontribusi Disiplin Guru Terhadap Hasil Belajar Siswa Sekolah Dasar

Abstract

This study aimed to determine the contribution of teacher discipline to student learning outcomes in public elementary schools in Lubuklinggau Barat I District, Lubuklinggau City. This study employed a quantitative approach with an associative design. The research population consisted of 141 teachers from 10 public elementary schools in Lubuklinggau Barat I District. The research sample consisted of 20 teachers selected according to the sample distribution in each school. Teacher discipline data were collected using a questionnaire covering time discipline, lesson planning, learning implementation, evaluation and assessment, and compliance with professional conduct and school regulations. Student learning outcome data were obtained from report card documentation. The data were analyzed using simple linear regression with statistical software. The results showed  that  teacher  discipline  made  a  positive  and  significant contribution to student learning outcomes, with a significance value of less than 0.05 and a coefficient of determination of 0.384. These results indicate that teacher discipline explained 38.4% of the variation in student learning outcomes, while the remaining 61.6% was influenced by other factors outside this study, such as motivation, interest, talent, family environment, and learning facilities. Therefore, improving teacher discipline can be used as one of the strategies to support better student learning outcomes.

Keywords: Elementary School, Learning Outcomes, Teacher Discipline