Sri Dewi Nurhayani, Najla Asla Salsabilla, Firmansyah Firmansyah

Pelatihan Meningkatkan Prestasi Belajar Dengan Disiplin Belajar pada SMA Muhamadiyah Parung

Introduction

Pelatihan meningkatkan prestasi belajar dengan disiplin belajar pada sma muhamadiyah parung. Temukan efektivitas pelatihan disiplin belajar dalam meningkatkan prestasi akademik siswa SMA Muhammadiyah Parung. Penelitian menunjukkan peningkatan nyata nilai & motivasi belajar.

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas pelatihan disiplin belajar dalam meningkatkan prestasi belajar siswa di SMA Muhammadiyah Parung. Disiplin belajar dipandang sebagai salah satu faktor penting yang dapat menunjang keberhasilan akademik karena melalui disiplin siswa belajar mengatur waktu, mengelola tugas, serta menjaga konsistensi dalam memahami materi. Metode penelitian yang digunakan adalah metode eksperimen dengan pendekatan kualitatif, dengan sampel penelitian siswa kelas X yang dipilih secara acak berdasarkan keragaman latar belakang akademik. Instrumen penelitian berupa observasi, angket, serta dokumentasi nilai prestasi sebelum dan sesudah pelatihan. Hasil penelitian menunjukkan bahwa pelatihan disiplin belajar memberikan pengaruh positif terhadap peningkatan prestasi belajar siswa, di mana peserta pelatihan lebih mampu mengatur waktu, konsisten dalam menyelesaikan tugas, serta memiliki motivasi yang lebih tinggi dalam mengikuti pembelajaran. Perubahan perilaku belajar tersebut berdampak nyata pada peningkatan nilai akademik siswa. Dengan demikian, dapat disimpulkan bahwa pelatihan disiplin belajar efektif dalam membentuk kebiasaan belajar yang lebih baik sekaligus mendorong pencapaian akademik yang lebih optimal. Oleh karena itu, pelatihan ini direkomendasikan untuk diterapkan secara berkelanjutan sebagai bagian dari strategi sekolah dalam meningkatkan kualitas pendidikan serta membangun budaya disiplin belajar yang lebih kuat di kalangan siswa

Review

This study, "Pelatihan Meningkatkan Prestasi Belajar Dengan Disiplin Belajar pada SMA Muhamadiyah Parung," tackles a highly relevant issue within educational psychology: the impact of learning discipline on academic achievement. The abstract effectively articulates the premise that discipline is a cornerstone of academic success, facilitating crucial skills like time management, task completion, and consistent engagement with learning materials. The reported positive outcomes, where students exhibited improved time management, task consistency, and heightened motivation leading to tangible academic gains, underscore the practical value of such interventions. These findings suggest a promising pathway for schools to proactively enhance student performance through targeted training. While the study presents compelling results, further methodological clarity would significantly strengthen its claims. The abstract describes the research method as an "experimental method with a qualitative approach," which presents a conceptual ambiguity. Experimental designs are typically quantitative, focusing on causality and statistical comparisons, whereas qualitative approaches delve into rich, descriptive understanding. It remains unclear how these two methodologies were integrated to assess "effectiveness" and "increase in scores," particularly without mention of control groups or specific statistical analyses (e.g., t-tests, ANOVA) that are standard in experimental studies. Elaboration on how the "random" sampling considering "diverse academic backgrounds" was executed and how qualitative data from observations, questionnaires, and documented scores were analyzed to quantify "impact" would resolve this methodological tension. Despite these queries regarding methodological specifics, the study's central conclusion—that learning discipline training positively influences academic outcomes—is a valuable contribution to educational practice. The recommendation for integrating this training as a continuous school strategy to enhance educational quality and foster a culture of discipline is well-justified by the reported improvements. Future research could benefit from a more explicit articulation of a mixed-methods design, clearly delineating quantitative measures to establish causal links alongside qualitative inquiries that explore the nuanced changes in student learning behaviors and experiences over an extended period. This would provide a more robust evidence base and comprehensive insights for educators and policymakers.

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