Muhammad Arif Billah, Faizah, Siti Masyithoh

Pengaruh Keteladanan Guru terhadap Kedisiplinan Siswa di SMAN 4 Tangerang Selatan

Introduction

Pengaruh keteladanan guru terhadap kedisiplinan siswa di sman 4 tangerang selatan. Penelitian ini membuktikan pengaruh signifikan keteladanan guru terhadap kedisiplinan siswa di SMAN 4 Tangerang Selatan. Studi kuantitatif dengan regresi linier.

Abstract

Tujuan penelitian ini adalah untuk membuktikan pegaruh positif atau negative keteladanan guru terhadap kedisiplinan siswa di SMAN 4 Tangsel. Pendekatan yang digunakan pada penelitian ialah pendekatan kuantitatif dengan analisa regresi linier sederhana dalam menjawab hipotesis. Sampel menerapkan sistem simple random sampling. Berdasarkan hasil analisis data menunjukkan terdapat pengaruh yang signifikan antara keteladanan guru terhadap kedisiplinan siswa di SMAN 4 Tangsel. Hal ini terlihat pada pengujian statistik menghasilkan uji ANOVA dengan nilai signifikansi 0,000 < nilai alpha atau 0,05. Selain itu, hasil uji parsial (uji t) meghasilkan t-hitung sebesar 6,261 > t-tabel yaitu 1,996.

Review

This paper investigates the influence of teacher role modeling on student discipline at SMAN 4 Tangerang Selatan, a pertinent topic in educational psychology and practice. Employing a quantitative research approach, the study utilized simple linear regression analysis with data collected via simple random sampling. The primary objective was to ascertain whether teacher role modeling exerts a positive or negative impact on student disciplinary behaviors. The findings indicate a statistically significant influence of teacher role modeling on student discipline, supported by robust statistical evidence from ANOVA (p = 0.000) and a t-test (t-statistic = 6.261 > t-critical = 1.996). While the study clearly identifies a significant relationship, the abstract leaves several critical details unaddressed that would enhance its comprehensiveness and allow for a more thorough evaluation. Specifically, the abstract states the aim was to prove either a positive or negative influence, yet the summarized results only confirm a "significant influence" without explicitly stating its direction. Clarification on the sign of the regression coefficient would be beneficial. Furthermore, crucial methodological information such as the sample size (n) and the specific instruments or scales used to operationalize and measure both "teacher role modeling" and "student discipline" are absent. Providing details on the psychometric properties (e.g., reliability and validity) of these instruments would significantly strengthen the methodological rigor and the interpretability of the findings. The absence of the R-squared value also prevents an understanding of the practical strength or magnitude of this reported influence. Despite these omissions, the documented significant relationship between teacher role modeling and student discipline underscores the vital role educators play beyond instruction. The findings affirm the importance of fostering positive teacher behaviors and providing professional development focused on exemplary conduct as a means to improve student discipline. For future research, it would be valuable to delve deeper into the specific facets of teacher role modeling that exert the strongest influence, explore potential mediating or moderating variables, and consider the generalizability of these findings across different educational contexts. Integrating qualitative methods could also offer richer insights into the mechanisms through which teacher role modeling impacts student behavior.

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