The Influence of Responsibility Education and Emotional Maturity on the Consistency of Disciplinary Behavior among Students at SDN Patokan I, Kraksaan, Probolinggo

Abstract

This study investigates the impact of responsibility education and emotional maturity on the consistency of disciplinary behavior among students of SDN Patokan I Kraksaan, Probolinggo Regency. An explanatory quantitative design was employed in this research. The study population comprised all 67 sixth-grade students, each of whom served as a respondent through total sampling. Data collection utilized a Likert-scale questionnaire, and the data were processed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). Findings reveal that responsibility education exerts a positive and significant influence on disciplinary behavior consistency (β = 0.451; p < 0.001). Likewise, emotional maturity demonstrated a positive and significant effect (β = 0.317; p = 0.001). Taken together, both variables account for 71.2% of the variance in disciplinary behavior consistency (R² = 0.712). These results suggest that student discipline emerges from the interplay between character and emotional dimensions. Accordingly, schools are encouraged to design character education programs that incorporate both responsibility reinforcement and emotional maturity development to foster sustained disciplinary behavior.