Pengaruh Kedisiplinan dan Kemandirian Belajar terhadap Pemahaman Konsep Ilmu Pengetahuan Alam (Survei pada SMAN di Kabupaten Bogor)

Abstract

This study aims to test and verify the research hypothesis regarding the influence of discipline and learning independence on science concept comprehension among junior high school students in Bogor Regency. The hypotheses tested consist of three aspects: (1) the simultaneous influence of discipline and learning independence on science concept comprehension, (2) the individual influence of discipline on science concept comprehension, and (3) the individual influence of learning independence on science concept comprehension. The research was conducted using a survey method with a sample of 88 eighth-grade students selected through simple random sampling. The instruments used included a questionnaire to measure discipline and learning independence, and a multiple-choice test consisting of 25 items to assess students’ comprehension of science concepts. Data were analyzed using regression analysis. The results revealed that both discipline and learning independence, whether jointly or separately, have a significant influence on science concept comprehension. This is supported by significance values below 0.05, specifically 0.000 for the joint effect, 0.030 for discipline, and 0.010 for learning independence.