### PERILAKU DISIPLIN SISWA DITINJAU DARI ASPEK PENGENDALIAN DIRI (SELF CONTROL) DAN KETERBUKAAN DIRI (SELF DISCLOSURE) PADA SISWA SMKWONOASRI CARUBAN KABUPATEN MADIUN

#### Abstract

This research aimsto determine the degree of influence of the self-control and self-disclosure for the establishment of disciplinary behavior model of students at school. The object of this research is the students of SMK PGRI Wonoasri Caruban Madiun of academic year 2011/2012, with131 students as its sampel.

The analysis shows that (1) the first minor hypothesis is acceptable, based on the results of hypothesis test with the t value the 2865; t table = 1.658, p = 0.005 (significant) at 5% significance level, (2) the second minor hypothesis is acceptable, based on the results of hypothesis test with the t value = 9267; t table = 1.658, p = 0.000 (significant) at 5% significance level, (3) the major hypothesis indicates that there is a significant influence of self-control and self-disclosure toward disciplinary behavior. The data processing reveals the F value =46,856, at 5% significance level with F table = 2.290. This means that the major hypothesis is acceptable, because F value > F table.

The findings of this research provide clear information that internal factors such as self-control and self-disclosure strongly influence the formation of the students’ disciplinary behavior with a contribution = 67.2%. It is very important for teachers as educators, school counselors as wellas for students themselves to consider the influenceof these two factors.

The analysis shows that (1) the first minor hypothesis is acceptable, based on the results of hypothesis test with the t value the 2865; t table = 1.658, p = 0.005 (significant) at 5% significance level, (2) the second minor hypothesis is acceptable, based on the results of hypothesis test with the t value = 9267; t table = 1.658, p = 0.000 (significant) at 5% significance level, (3) the major hypothesis indicates that there is a significant influence of self-control and self-disclosure toward disciplinary behavior. The data processing reveals the F value =46,856, at 5% significance level with F table = 2.290. This means that the major hypothesis is acceptable, because F value > F table.

The findings of this research provide clear information that internal factors such as self-control and self-disclosure strongly influence the formation of the students’ disciplinary behavior with a contribution = 67.2%. It is very important for teachers as educators, school counselors as wellas for students themselves to consider the influenceof these two factors.

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**LP3M Unika Widya Mandala Madiun**

lp3m@widyamandala.ac.id