Abstract
Discipline towards science learning is defined as a habit that characterizes students in responding to nature and science object. This study aims to analyze the students' discipline toward science learning. The research using a quantitative approach, this study employed the use of the survey method. From 612 students, the Random Sampling technique was used to select the respondents. Thus, this study analyzed the data from 187 students of State Secondary Schools in Muaro Jambi Regency. The data obtained using questionnaires. The results of the study are based on the measurement of the indicators on the students' discipline in science learning. The findings show that in the first indicator, 69 % of students are categorized as very good. In the second indicator, discipline in joining science lessons, 35,8% of students are categorized as very good. In the third indicator, discipline in doing science tasks, 46% of students are categorized as good. In the fourth indicator, discipline in learning science at home, 47,1% of students are categorized as fair. Based on these results, it can be concluded that the students’ discipline towards science learning is considered as positive.
Highlights
In this 21st century, the era of globalization, the development of science, technology, and information is increasingly fast, and there is a competition between nations (Suardana et al, 2018)
As seen in table 2, it is known that 129 of 187 students (69%) belong to a “very good” category
These results indicate the students’ positive discipline in science learning, in which most of the students are actively involved and interested in the process of learning science
Summary
In this 21st century, the era of globalization, the development of science, technology, and information is increasingly fast, and there is a competition between nations (Suardana et al, 2018). Education proliferates and is inherent in every individual. People will find it challenging to participate in the era of globalization actively and to seize better opportunities (Manan, 2015). Every student has the right to a quality and good education. It is because education provides positive knowledge for each individual. As said by Astalini et al (2018), education is an essential activity that can change the knowledge and behaviour of each individual to be better
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