PENGARUH TATA TERTIB SEKOLAH, LINGKUNGAN KELUARGA, LINGKUNGAN TEMAN SEBAYA, DAN MINAT BELAJAR TERHADAP DISIPLIN BELAJAR

Penelitian ini bertujuan untuk mengetahui pengaruh secara simultan dan parsial antara tata tertib sekolah, lingkungan keluarga, lingkungan teman sebaya, dan minat belajar terhadap disiplin belajar. Populasi dalam penelitian ini adalah 268 siswa program keahlian Admnistrasi Perkantoran di SMK NU 01 Kendal dengan jumlah sampel sebanyak 160 siswa yang dihitung dengan rumus slovin. Pengambilan sampel menggunakan proportionate stratified random sampling. Metode pengumpulan data dilakukan dengan observasi, wawancara, kuesioner, dan dokumentasi. Metode analisis data penelitian ini menggunakan analisis regresi berganda dan analisis deskriptif persentase. Hasil penelitian menunjukkan bahwa (1) tata tertib sekolah, lingkungan keluarga, lingkungan teman sebaya, dan minat belajar berpengaruh secara simultan terhadap disiplin belajar sebesar 51,5%, (2) tata tertib sekolah berpengaruh secara parsial terhadap disiplin belajar sebesar 9,98%, (3) lingkungan keluarga berpengaruh secara parsial terhadap disiplin belajar sebesar 11,29%, (4) lingkungan teman sebaya berpengaruh secara parsial terhadap disiplin belajar sebesar 5,62%, (5) minat belajar berpengaruh secara parsial terhadap disiplin belajar sebesar 6,2%. This study was aimed to determine the simultaneous and partial effects between school order, family environment, peer environment, and interest in learning to the discipline of learning. The population in this study were 268 students of office administrative program at SMK NU 01 Kendal with total sample of 160 students calculated with slovin formula. Sample selection used proportionate stratified random sampling. Methods of data collection was done by observation, interview, questionnaire, and documentation. Methods of data analysis of this study used multiple regression analysis and descriptive analysis percentage. The result of the research showed that (1) school order, family environment, peer environment, and learning interest influenced simultaneously to discipline of learning equal to 51,5%, (2) school order partially influenced the discipline of learning equal to 9,98% (3) family environment partially influenced the discipline of learning equal to 11,29%, (4) peer environment had partial effect to discipline of learing equal to 5,62%, (5) learning interest partially influenced the discipline of learning equal to 6,2 %