Proceedings Series on Social Sciences & Humanities, Volume 2
Psychology in Individual and Community Empowerment to Build
New Normal Lifestyle
ISBN: 978-602-6697-94-3 ISSN: 2808-103X
Self-Control and Disciplined Behavior Of Students
Self-Control dan Perilaku Disiplin pada Siswa
Miftahudh Dhiyya ‘Urrahma1, Nur’aeni2
1,2Universitas Muhammadiyah Purwokerto, Indonesia
ARTICLE INFO ABSTRACT
Islamic boarding school is a religious, educational institution with its characteristics
Article history: and is different from other educational institutions. Education in Islamic boarding
DOI: schools includes Islamic education, da’wah, community development, and additional
10.30595/pssh.v2i.106 similar education. This research aimed to determine the relationship between Self-
Control with Discipline Behavior to students memorizing the Al-Qur’an at Islamic
Boarding School Darussalam Purwokerto-Indonesia. This study uses quantitative
Submitted: June 30, 2021 research methods. The instrument used to collect data is the Self-Control scale and the
Discipline Behavior scale. The population in the study was 80 students. Researchers
use the entire population, so it is called population research. The data analysis
Accepted: Aug 07, 2021 technique uses product-moment correlation. Data were analyzed using Statistical
Package for Social Sciences (SPSS) 25.0 for Windows Program. The results of the
research data show that there is a relationship between Self-Control and Discipline
Published: Sept 24, 2021 Behavior in students who memorize the Qur’an at Islamic Boarding School
Darussalam Purwokerto-Indonesia has a correlation of 0.695 and a significance level
of p<0.01. The results of data analysis show that there is a positive relationship
between Self-Control and Discipline Behavior.
Keywords:
This work is licensed under a Creative Commons Attribution 4.0 International
Al-Qur’an, Discipline- License.
Behavior, Self-Control,
Students
Corresponding Author:
Miftahudh Dhiyya ‘Urrahma
Universitas Muhammadiyah Purwokerto, Indonesia
Email: dhiyaaifa9@gmail.com
1. INTRODUCTION
Islamic boarding school is a religious, educational institution with its characteristics and is different from
other educational institutions. Education in “pesantren” (boarding school-like) includes Islamic education, da’wah,
community development, and similar education. The students at the boarding school are called “santri,” who
generally stay, and the place for the students who live in the environment is called the hut (Depag RI, 2003). In the
Islamic boarding school environment, there are many undisciplined behaviors. For example, many students still like
to skip the Al-Qur’an and run away from the pesantren, even though discipline is an essential moral behavior that
can affect academic achievement.
Disciplined students tend to follow the learning process well; otherwise, not disciplined students can not
follow the learning process well. In this case, students must be disciplined in the applicable Islamic boarding school
regulations to follow the learning process properly.
Discipline is essential because if there is no disciplinary regulation in a pesantren, the pesantren activities
will not run well. The success of students in their studies is influenced by the way they learn. Haryono (2016) states
that students who have an effective way of learning make it possible to achieve higher results or achievements than
students who do not have an effective way of learning. Learning effectively and efficiently can be done by
disciplined students. Students who have discipline in their education will try to organize and use appropriate
strategies and ways of learning.
According to Sudrajat (2018), every student can behave in agreement with the regulations that apply at the
Islamic boarding school. Therefore, students’ self-control must be developed. Self-control is a condition where a
Proceedings homepage: https://conferenceproceedings.ump.ac.id/index.php/pssh/issue/view/7
ISBN: 978-602-6697-94-3 76
person in his actions can always control himself to control himself from various excessive desires (Ariananda,
Hasan & Rakhman, 2014). With good self-control, students will adapt to their environment and follow the rules
made by the boarding school administrator.
McMullen said self-control is being able to refrain from doing the behavior that is considered to violate the
rules (Widiantoro et al., 2017)). According to Hurlock, self-control allows adolescents to think or behave in a more
directed manner; adolescents can also channel the impulses of feelings in themselves correctly and do not violate the
rules in the surrounding environment (Wahyudi & Rohyati, 2019). Calhoun defines self-control as a person’s
influence on the authorities about his physical, behavior, and psychological processes, in other words, a group of
techniques that bind him (Wahyudi & Rohyati, 2019).
Self-control significantly affects the disciplined behavior of students, where when students have good self-
control, the disciplined conduct of students will also be good. They will be committed, consistent, disciplined in
carrying out their activities, following the daily rules and demands that they must live (Marsela & Supriatna, 2019).
However, when students have low self-control, for example, cannot control themselves not to play cellphones
excessively, are lazy in repeating rote memorization, and do not take advantage of free time to memorize, their
disciplinary behavior will also be lower.
This research aimed to determine the relationship between Self-Control with Discipline Behavior to students
memorizing the Al-Qur’an at Islamic Boarding School Darussalam Purwokerto-Indonesia. The findings in this study
are expected to have implications for boarding school administrators about the importance of increasing discipline
in students by increasing students’ self-control.
2. THEORITICAL FRAMEWORK
This study uses two variables consisting of disciplinary behavior and self-control. The explanation of these
two variables is in the next paragraph.
Disciplinary Behavior
According to the Big Indonesian Dictionary, discipline means discipline (at school, in the office, in the
military, etc.), obedience (compliance) with disciplinary regulations, fields of study that have certain objects and
systems. Discipline is an ability or trait that a person has to obey and control himself to keep following the agreed or
made rules. The word discipline, in English, namely discipline, comes from the Latin root (discipulus), with the
word disciple having the same meaning, namely teaching or following a respected leader (Allen & Cheryl, 2005).
Prijodarminto (Nansi & Utami, 2017) states that discipline is a condition that is created and formed through a
process of a series of behaviors that show the values of obedience, obedience, loyalty, regularity, and or order.
According to Hurlock, the popular concept of “discipline” is the same as punishment according to this concept;
discipline is used only when the child violates the rules and orders given by adults who are authorized to regulate
social life, where the child lives.
Self-Control
McMullen (1999) says self-control is being able to refrain from engaging in behaviors that violate the rules.
According to Alberts & de Vries (2006), self-control is defined as the ability possessed by each individual to control
his thoughts, urges, and desires. Aviyah & Farid (2014) self-control has the meaning as an activity carried out by a
person to control his behavior. A person’s ability to compose, guide, regulate, and direct behavior can lead
individuals to positive consequences. According to Averill (in Ghufron & Risnawati, 2012), there are three aspects
of self-control in individuals, including Behavior Control, Cognitive Control, Decision control.
3. RESEARCH METHODOLOGY
This study uses quantitative methods that aim to determine the relationship of one variable to another
variable. The population in this study was the students who memorized the Al-Qur’an at the Islamic Boarding
School Darussalam Purwokerto-Indonesia, amounting to 80 students.
The instruments used in this study include a disciplinary behavior scale based on Prijodarminto’s (1994)
disciplinary aspect and a self-control scale based on Averill’s self-control aspect (in Ghufron & Risnawati, 2012).
The disciplinary behavior scale consists of 50 statement items, while the self-control scale also consists of 50
statement items. Both scales are using a 5-point Likert scale.
The data analysis technique used in this study is product-moment correlation analysis to find the relationship
between self-control and the disciplined behavior of students who memorize the Al-Qur’an. The data analysis
process was carried out using SPSS (Statistical Product and Service Solution) IBM statistics 25.0 for the windows
program
4. RESULTS AND DISCUSSION
Item Analysis and Reliability
Testing the item analysis of the scale is done by correlating the item score with the total score. The results of
the corrected item-total correlation showed that the correlation ranged from 0.342 to 0.575 for the disciplinary
behavior scale. The results of the reliability test show that the reliability of the scale is 0.881. In comparison, the
results of the item analysis of the self-control scale showed that the corrected-item total correlation value ranged
Proceedings homepage: https://conferenceproceedings.ump.ac.id/index.php/pssh/issue/view/7
77 ISBN: 978-602-6697-94-3
from 0.311 to 0.505. The results of the reliability test showed that the reliability of the scale was 0.848.
Furthermore, table 1 shows that the categories for each subject that have very high disciplined behavior are
one people or 1,25%, high is 17 people or 21,25%, the medium is 48 people or 60%, low are ten people or 12,5%
and very low as many as four people or 5%.
Table 1. Data Description Disciplined Behavior
Category Score Range Freq. percentage
(%)
Very High X> 209,82 1 1,25
High 186,71<=X <= 209,82 17 21,25
Medium 163,59 <= X < = 186,71 48 60
Low 140,48 <= X < = 163.59 10 12,5
Very X < 140,48 4 5
Low
Total 80 100
Table 2. Data Description Self-Control
Category Score Range Freq. percentage
(%)
Very High X > 159,08 5 6,3
High 141,01 <= X <= 159,08 15 18,8
Medium 122,94 <= X <= 141,01 36 45,0
Low 104,87 <= X <= 122,94 23 28,8
Very Low X < 104,87 1 1,3
Total 80 100
Table 3 shows that the categories for each subject that have very high self-control are five people or 6,3%,
high is 15 people or 18,8%, the medium is 36 people or 45,0%, low are 23 people or 28,8% and very low as many as
one people or 1,3%.
The researcher then tested the hypothesis to determine whether there was a relationship between self-control
and disciplined behavior in students who memorize al-Qur’an at the Islamic Boarding School Darussalam
Purwokerto-Indonesia. The result of hypothesis testing can be seen in table 3.
Table 3. Correlation Analysis
Variable Correlation Analysis Result ( r ) Significance
Disciplined Behavior
0,695 0,000
Self-Control
The table shows the result that the correlation value of r is 0,695 at p = 0,000 (p < 0,01). These results
indicate a positive relationship between disciplined behavior and self-control of students who memorize al-Quran at
the Islamic Boarding School Darussalam Purwokerto-Indonesia. So, it can be interpreted that the higher disciplined
behavior, the easier it is for students to achieve self-control conditions.
This study supports the research (Triastutik & Sutoyo, 2015) with the ex post facto research method on self-
control, which has a positive and significant correlation or relationship with disciplinary behavior. According to
Tu’u (2004), students’ self-control is closely related to disciplinary behavior. Students who have high self-control
will interpret any given stimulus, consider it and choose the action to be taken by minimizing unwanted
consequences or impacts so that students can behave by the rules that apply at school. On the other hand, students
who do not have high self-control will find regulating and directing their behavior challenging. As a result, they will
tend to behave, which leads to violations of disciplinary rules.
The weakness in this research is distributing questionnaires using google forms. In this case, it is still very
minimal to get many respondents. Suggestions for further research are distributing questionnaires directly to acquire
enough respondents and conducting research not only in one Islamic boarding school.
5. CONCLUSION
The results showed that self-control was a determining factor in the disciplined behavior of students who
memorized the Qur’an at Pondok Pesantren Darussalam Purwokerto-Indonesia. Suggestions for boarding school
administrators to provide services to students to further improve disciplinary behavior by involving self-control
given in the form of individuals or groups. For further researchers, it is recommended to research with a qualitative
approach to examine more profoundly student disciplinary behavior.
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Proceedings homepage: https://conferenceproceedings.ump.ac.id/index.php/pssh/issue/view/7
