The Relationship Between Learning Dicipline And Learning Outcomes In Accounting Among Grade 10 Students At Global Surya Mandiri Vocational High School, Bekasi

Abstract

Learning outcomes are key indicators of educational effectiveness and are influenced by various factors, including learning discipline. Students who consistently follow learning rules, manage their study time effectively, and complete academic responsibilities tend to achieve better academic performance. However, empirical evidence regarding this relationship in Indonesian vocational high schools remains limited. This study investigated the relationship between learning discipline and Accounting learning outcomes among Grade 10 students at Global Surya Mandiri Vocational High School, Bekasi, Indonesia. A quantitative correlational design was employed involving all 39 students through saturated sampling. Learning discipline was measured using a five-point Likert scale questionnaire, while learning outcomes were obtained from first-semester Accounting report card scores. Data were analyzed using Pearson's Product Moment correlation, the coefficient of determination, and the t-test.The results revealed a significant positive correlation between learning discipline and learning outcomes (r = 0.464, p < 0.05), indicating a moderate relationship. Learning discipline accounted for 21.50% of the variance in students' learning outcomes, while the remaining 78.50% was explained by other factors. The hypothesis test further confirmed this relationship (t = 3.186 > 2.026).The findings indicate that improving students' learning discipline can contribute to better academic achievement in Accounting. This study provides empirical evidence supporting learning discipline as an important internal factor influencing vocational students' academic performance and offers practical implications for strengthening discipline-based learning strategies.