The Relationship between Guidance Patterns and Students’ Discipline at Madrasah Aliyah Dakwah Islamiyah Putra Nurul Hakim

Abstract

Discipline is a fundamental character in Islamic boarding school education, reflected in compliance with regulations, punctuality, responsibility, and orderly participation in academic and religious activities. Discipline is developed through guidance practices involving role modeling, habituation, supervision, rewards, and consistent consequences. This study aims to analyze the relationship between guidance patterns and student discipline at Madrasah Aliyah Dakwah Islamiyah Putra Nurul Hakim. A quantitative approach with an associative design was employed. The population consisted of 66 eleventh-grade students, with 30 students selected through simple random sampling. Data were collected using Likert-scale questionnaires and documentation. Data analysis included descriptive statistics, normality and linearity tests, simple linear regression, a t-test, and coefficient of determination. The findings show that guidance patterns and student discipline were both categorized as high, with mean scores of 27.27 and 29.47, respectively. Regression analysis produced Y = 9.853 + 0.719X. The t-test yielded 5.340 > 2.048, with p < 0.05. The correlation coefficient (R = 0.710) indicates a strong positive relationship, while R² = 0.505 shows that guidance patterns explain 50.5% of the variance in student discipline. These findings emphasize the importance of systematic, consistent, educational, and value-oriented guidance in developing discipline among students in Islamic boarding schools.