HUBUNGAN PENGHARGAAN NON-FINANSIAL, BUDAYA SEKOLAH, DAN BIMBINGAN KONSELING TERHADAP DISIPLIN SISWA SEKOLAH DASAR DENGAN TINGKAT MOTIVASI INTRINSIK SEBAGAI VARIABEL MODERASI

Rahmah., NIM.: 22204082026 (2024) HUBUNGAN PENGHARGAAN NON-FINANSIAL, BUDAYA SEKOLAH, DAN BIMBINGAN KONSELING TERHADAP DISIPLIN SISWA SEKOLAH DASAR DENGAN TINGKAT MOTIVASI INTRINSIK SEBAGAI VARIABEL MODERASI. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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	Text (HUBUNGAN PENGHARGAAN NON-FINANSIAL, BUDAYA SEKOLAH, DAN BIMBINGAN KONSELING TERHADAP DISIPLIN SISWA SEKOLAH DASAR DENGAN TINGKAT MOTIVASI INTRINSIK SEBAGAI VARIABEL MODERASI) 22204082026_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf - Published Version Restricted to Registered users only Download (11MB) | Request a copy

Abstract

This study is motivated by the importance of factors influencing student discipline in elementary schools, where non-financial rewards, school culture, and counseling guidance are believed to play a role in shaping students' disciplined behavior. However, the influence of these factors may vary depending on the level of students' intrinsic motivation. High intrinsic motivation may strengthen the relationship between these factors and student discipline. The objectives of this study are: 1) To analyze the relationship between non-financial rewards and student discipline in elementary schools, 2) To analyze the relationship between school culture and student discipline in elementary schools, 3) To analyze the relationship between counseling guidance and student discipline in elementary schools, 4) To analyze the role of intrinsic motivation in moderating the relationship between non-financial rewards, school culture, and counseling guidance on student discipline in elementary schools. This research employs a quantitative approach using primary data collected through questionnaires distributed to elementary school students at the research site. The sampling technique used was cluster random sampling, which resulted in samples from classes IV A, IV B, IV A, IV B, VI A, and VI B of Nogopuro State Elementary School. The data collection instruments used in this study were questionnaires and documentation. Data analysis was conducted using the Outer Model and Inner Model techniques with SmartPLS software. The results obtained were: 1) The relationship between non-financial rewards and student discipline in elementary schools. This is indicated by a path coefficient of 1.938 and a p-value of 0.026, which is smaller than the significance level of 0.05 (5%). Thus, hypothesis (H1) is accepted. 2) The relationship between school culture and student discipline in elementary schools. This is indicated by a path coefficient of 1.595 and a p-value of 0.055, which is greater than the significance level of 0.05. Thus, hypothesis (H2) is rejected. 3) The relationship between counseling guidance and student discipline in elementary schools. This is indicated by a path coefficient of 4.613 and a p-value of 0.000, which is smaller than the significance level of 0.05. Thus, hypothesis (H3) is accepted. 4) Intrinsic motivation was found to moderate the relationship between non-financial rewards and student discipline. This is indicated by a path coefficient of 2.489 and a p-value of 0.006, which shows significant results (p < 0.05). Thus, hypothesis (H4a) is accepted. 5) Intrinsic motivation was found to moderate the relationship between school culture and student discipline. This is indicated by a path coefficient of 0.449 and a p-value of 0.327, which is greater than the significance level of 0.05. Thus, hypothesis (H4b) is rejected. 6) Intrinsic motivation was found to moderate the relationship between counseling guidance and student discipline. This is indicated x v by a path coefficient of 3.510 and a p-value of 0.000, which shows significant results (p < 0.05). Thus, hypothesis (H4c) is accepted. Keywords: Non-Financial Rewards, School Culture, Counseling Guidance, Student Discipline, Intrinsic Motivation, Moderating Variable, Elementary School

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