Alfan Khoirul Huda, Rini Sugiarti, Arumwardhani Nusandari

Adiksi Internet Dan Kontrol Diri Dengan Kedisiplinan Siswa

Introduction

Adiksi internet dan kontrol diri dengan kedisiplinan siswa. Teliti dampak adiksi internet dan kontrol diri terhadap kedisiplinan siswa. Studi kuantitatif ini menemukan kontrol diri berpengaruh positif dan signifikan pada kedisiplinan siswa.

Abstract

Penerapan kedisiplinan siswa di sekolah diharapkan mampu menciptakan suasana lingkungan belajar yang nyaman. Termasuk juga siswa disiplin dalam menggunakan media internet saat jam aktif belajar. Siswa yang kecanduan penggunaan internet berlebihan akibat kurangnya kemampuan kontrol diri yang baik, sehingga kedisiplinan siswa sangat penting untuk diterapkan agar siswa bisa belajar dengan kondusif di sekolah. Penelitian ini bertujuan untuk mengetahui pengaruh adiksi internet dan kontrol diri dengan kedisiplinan siswa. Hipotesis sementara, yaitu terdapat hubungan positif antara adiksi internet dan kontrol diri dengan kedisiplinan siswa. Penelitian ini menggunakan metode penelitian kuantitatif dengan 80 subyek siswa lewat instrumen skala kedisiplinan siswa, adiksi internet, dan kontrol diri yang telah teruji validitas dan reliabilitasnya serta dianalisis dengan model regresi linear berganda. Hasil penelitian menunjukkan secara parsial adiksi internet tidak berpengaruh pada kedisiplinan siswa, kontrol diri berpengaruh positif dan signifikan pada kedisiplinan siswa, secara simultan adiksi internet dan kontrol diri bersama-sama berpengaruh pada kedisiplinan siswa.

Review

This paper, titled "Internet Addiction and Self-Control with Student Discipline," addresses a highly pertinent issue in contemporary education: the impact of internet use on student conduct and learning environments. The abstract clearly articulates the problem of excessive internet use and its potential disruption to classroom discipline, underscoring the importance of understanding the factors at play. The research aims to investigate the influence of internet addiction and self-control on student discipline, employing a quantitative methodology with a sample of 80 students. The stated use of validated and reliable instruments for measuring internet addiction, self-control, and student discipline is a methodological strength, ensuring foundational data quality for the analysis. The findings present an interesting and somewhat nuanced picture. While the study found that self-control significantly and positively influences student discipline, internet addiction, when examined partially, did not show a significant effect. This stands in contrast to the initial hypothesis, which posited a positive relationship for both variables. However, the subsequent finding that internet addiction and self-control *simultaneously* influence student discipline suggests a more complex interplay between these factors than a simple linear relationship. This raises important questions about the specific mechanisms through which internet addiction contributes to or detracts from discipline, particularly when considered alongside self-control, and merits deeper exploration within the discussion section of the full paper. To enhance the contribution of this work, the authors should elaborate on the theoretical implications of the divergent partial and simultaneous effects of internet addiction. A more detailed discussion could explore potential moderating or mediating roles that self-control might play in the relationship between internet addiction and discipline, helping to explain why internet addiction's impact only becomes apparent when considered alongside self-control. Practically, the strong positive influence of self-control on student discipline provides a clear avenue for intervention strategies in schools, which should be emphasized. Further research might consider larger and more diverse student populations, or perhaps qualitative approaches, to gain richer insights into students' perceptions and experiences regarding internet use, self-control, and adherence to school discipline.

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