SELF-DISCIPLINE BEHAVIORS OF LOWER SECONDARY SCHOOL STUDENTS IN SURAULAMKHAEK SCHOOL

Abstract

This research aims to 1) study the level of self-discipline behavior of lower secondary school students at Suraw Lam Khaek School and 2) study the approach to promote self-discipline of lower secondary school students at Suraw Lam Khaek School. This research is a mixed-methods research with a population of lower secondary school students. The sample group consisted of 44 second-year secondary school students, consisting of 23 males and 21 females. Data analysis using mean, standard deviation, T-Test, One-way ANOVA, and ranking of self-discipline behavior of lower secondary school students at Suraw Lam Khaek School. The research results show that 1) The overall level of self-discipline behavior of lower secondary school students at Suraw Lam Khaek School was at a high level. When considering each aspect, it was at a high level in 5 aspects: punctuality, patience, compliance with social rules, self-confidence, and responsibility, respectively. The aspect of leadership was at a moderate level. The results of comparing self-discipline behavior of lower secondary school students at Suraw Lam Khaek School in all 6 aspects, classified by gender, were not different at a statistical significance level of 0.05. Self-discipline behaviors of lower secondary school students at Suraw Lam Khaek School in all 6 areas classified by residence were not different at a statistical significance level of 0.05. 2) Guidelines for promoting self-discipline in lower secondary school students at Suraw Lam Khaek School consisted of: Area 1: Compliance with social rules, not running around in the classroom, continuously finding activities to do, jointly planning activities, assigning group work to be beneficial; Area 2: Self-confidence, successfully completing important assignments, practicing prioritizing tasks, practicing planning before working every time; Area 3: Responsibility, submitting homework on time every time, creating projects to build discipline, practicing to learn discipline, responsibility, and punctuality; Area 4: Leadership, allowing students to dare to express themselves in front of the class, organizing activities to promote leadership through volunteer activities, religious services with the surrounding community; Area 5: Patience, training to develop emotional intelligence, practicing flexible thinking, and socializing; Area 6: Punctuality, practicing prioritizing activities, learning to deny, starting work early, being realistic and leaving time-wasting activities.