Learning Discipline and Social Studies Achievement: A Correlational Study of Fourth-Grade Students in Setiabudi District

Abstract

This study aims to determine the relationship between learning discipline and social studies learning outcomes of fourth-grade elementary school students in Setiabudi District, South Jakarta. Using a quantitative correlational method, this study involved 114 students selected through cluster random sampling from three public elementary schools. Data was collected through a learning discipline questionnaire (Likert scale) and a multiple-choice social studies achievement test based on the cognitive domain of the revised Bloom's Taxonomy. Validity was tested using Point Biserial and Pearson Product Moment analyses, while reliability was measured using KR-20 for the test and Cronbach's Alpha for the questionnaire. Pearson correlation analysis yielded r = 0.994 (p < 0.05), indicating a very strong and significant positive relationship between learning discipline and social studies learning outcomes. The coefficient of determination (KD = 98%) suggests that learning discipline is a dominant predictor of social studies achievement. These findings underscore the importance of fostering discipline in elementary school settings to improve students' academic performance in social studies.