The Relationship Between Learning Discipline and Mathematics Achievement in Three-Variable Linear Equation Systems (SPLTV) Among Grade X Students at SMK Darur Rahmah.

Abstract

This study aims to determine the relationship between learning discipline and mathematics learning achievement on the topic of Systems of Linear Equations in Three Variables (SPLTV) among students of class X at SMK Darur Rahmah. The research employed a quantitative approach using a pre-experimental design with a one-group pretest–posttest model. The sample consisted of 18 students selected through saturated sampling. Data were collected using a learning discipline questionnaire and mathematics achievement tests administered as pretest and posttest. The data were analyzed using descriptive statistics and inferential statistics with the Paired Sample t-Test through SPSS. The results of the study show that the students’ mean score increased from 60.00 in the pretest to 80.94 in the posttest. The normality test indicated that the data were normally distributed, and the Paired Sample t-Test showed a significance value of 0.000, which is lower than 0.05. This indicates that there is a significant difference in students’ mathematics learning achievement before and after the learning process. Furthermore, learning discipline was found to contribute positively to students’ achievement by improving their consistency, responsibility, and learning engagement. Therefore, it can be concluded that learning discipline has a significant relationship with mathematics learning achievement in SPLTV material. The findings highlight the importance of fostering student discipline to improve learning outcomes in mathematics education.