The Determinant of Student Attendance Discipline in Lectures with

Psychological Approach to Formation of Discipline Character

Through Punishment and Motivation: Survey on Management

Department Students of the Faculty of Economics and Business UPN

"Veteran" Yogyakarta

Agus Suryono, Sudaryatie, Sri Kussujaniatun, Anis Siti Hartati

Universitas Pembangunan Nasional Veteran Yogyakarta

Keywords: Psychological Approach, Disciplinary Character, Interest in discipline, Interest, Extrinsic Motivation,

Punishment.

Abstract: This study aims to determine and analyze the interest of student discipline in attending lectures in the

Management Department of the Faculty of Economics and Business at UPN Veteran Yogyakarta. The

population in this study were all Management Department students at the Faculty of Economics and Business

UPN "Veterans" Yogyakarta. The sampling technique used is Convenience Sampling. The sample size was

107 respondents. The analytical tool used in this research is descriptive and quantitative, using SPSS path

analysis. The results showed the determinant of student discipline interest in the Management department of

the Faculty of Economics and Business UPN "Veterans" Yogyakarta was built more through extrinsic

motivation than punishment.

1 INTRODUCTION

Education is a planned, conscious effort to create an

atmosphere of learning and learning, so students

actively developing their potential to have religious-

spiritual strength, self-control, personality,

intelligence, noble character, and skills needed by

themselves, society, nation, and country. Collage is a

place for a student to developing abilities and forming

dignified character and nation civilization in order to

educate the life of the nation, develop science and

technology with paying attention and applying

humanities values. A student should ideally be

formed, embedded humanities values in a student. By

having humanities values, a student will have a

dignified character for his nation and country in the

context of applying the knowledge gained during

college in real life, because in the humaniform value

a student is required to be an academic discipline

student who studies the intrinsic value of humanity

(President, 2012). However, in reality, in the process

of forming a student's humanities in college, there is

still much lack of discipline and learning motivation

among students. This behavior has a serious impact

on the results of learning, this is in line with the results

of previous studies Suryono et al., 2019, 30% of

respondents in a study titled Analysis of Student

Discipline Level in Attending Lectures in the

Management Department of the Faculty of

Economics and Business UPN "Veteran"

Yogyakarta, there is a lack of Discipline in attending

lectures, the results of the study showed that there was

an absentee culture also called among students

creativity imitating the signature culture, and the

habit of late about was 1-20 minutes after class began.

The impact was a lower level of knowledge

absorption for students who have done an absence of

cheating and are often late. So that it will affect the

achievement of the goals of college as an educational

institution which has a very strategic role in the

process of character developing the of student

discipline through various activities both curricular,

co-curricular and extracurricular, so the output is a

bachelor who has high-tech science with a very

disciplined character, according to the humanities

value. Higher education as a system consists of

interrelated subsystems, namely students, lecturers,

bureaucrats, education personnel, and infrastructure

Suryono, A., Sudaryatie, ., Kussujaniatun, S. and Hartati, A.

The Determinant of Student Attendance Discipline in Lectures with Psychological Approach to Formation of Discipline Character Through Punishment and Motivation: Survey on Management

Department Students of the Faculty of Economics and Business UPN "Veteran" Yogyakarta.

DOI: 10.5220/0009961502210227

In Proceedings of the International Conference of Business, Economy, Entrepreneurship and Management (ICBEEM 2019), pages 221-227

ISBN: 978-989-758-471-8

221

facilities. Where these subsystems are interrelated,

mutually influencing, and interdependent with each

other to achieve goals. (Suryono, et al. 2019). Higher

education is an education unit that organizes collage,

which is obliged to take part in shaping the nation's

character. The younger generation has a strategic role

and function in the development of development for

the nation and state. One of the pros and cons of a

country can be seen from the quality of its youth,

because they are the next generation who must have

a strong character to build their country, have a strong

personality, a spirit of nationalism, able to understand

knowledge and technology to compete globally. To

achieve the goals of the tertiary institution depends on

two systems running simultaneously, on the one hand,

the role of bureaucrats in developing student

discipline The success of forming students with

strong disciplinary character is not only determined

by lecturers but also determined by other subsystems

in tertiary institutions. (Suryono et al. 2019). On the

other hand, it is the role of the students themselves

who have different disciplinary characters in the

effort to adopt knowledge from lecturers. So it is

expected that a student is considered to have a high

level of intellectuality, intelligence in critical

thinking, fast planned action, right is a trait that tends

to cling to each student, which is a complementary

principle. Higher education is a means to educate

students towards the formation of self-discipline as

individuals who are personal, whole, intelligent, and

have faith in God. Professional college educators

have a function as a teacher, educator, and trainer so

that they can develop cognitive, affective, and

psychomotor aspects of students. This is the entrance

for character education, especially the character of

discipline to be applied at the tertiary level in

Indonesia. Character education is an activity that

must be trained and practiced continuously, so it is

not enough just to be done by sitting in college.

Character education needs to be done by direct

practice in concrete life. According to Soemarno, the

character is the actualization of the potential from

within, and the internalization of moral values from

the outside becomes part of his personality. Character

is the values imprinted within us through education,

experience, experimentation, sacrifice, and

environmental influences, becoming intrinsic values

that underlie our attitudes and behavior. Character

means people who have personality, behavior,

character, character, or character. Personality is a

characteristic or characteristic or characteristic of a

person that comes from the formations received from

the environment, such as family in childhood, and

also innate from birth (Koesoema, 2007: 80). The

Liang Genie (1972) defines discipline is an orderly

situation in which people who are members of an

organization are subject to the rules that have been

there with pleasure. Discipline is the result of the

learning process, or in Latin disciples, which means

learning, the focus of discipline is teaching.

According to Ariesandi, 2008, the meaning of

discipline is the process of training the child's mind

and character gradually so that it becomes someone

who has self-control and is useful to the community.

Research conducted by Mussa 2015, which

researched the Effects of Student Penal Management

on Academic Performance, research findings

revealed that punishment plays an important role in

improving student academic performance by

ensuring that students and teachers follow school

rules. Punishment will perform well if applied fairly

and consistently. Conversely, if schools do not carry

out punishment fairly and consistently, then academic

performance is not as expected. Further adoption

reveals that when rules and regulations are

emphasized, in the long run, it will determine the

expected standard of behavior of students and

teachers. Previous research conducted by Suryono et

al., 2019 above found that 30% of students who were

respondents were undisciplined, even though they

had used the punishment approach, which was not

strict, as said by Lilian Mussa 2015. According to

Soemarno, 2001 the establishment of discipline could

begin from building the character of a student through

four corridors, two of which were planting values and

planting habits, it was also said by Susanto, 2017, the

process of disciplining habituation starts from

imitation, then habituation is carried out. This

research refers to the inculcation of the Soemarno

values system, 2001 linked to the elements of

disciplinary attitude assessment instruments in the

Qualification Framework The Indonesian National

(President of the Republic of Indonesia, 2012) is used

as extrinsic motivation (Hidayatullah 2010) to

encourage disciplinary habits in attending lectures

before the lecture begins. To increase student

discipline in attending lectures before lectures can be

pursued using two different ways first disciplinary

behavior is encouraged by fostering psychology

interest student discipline with motivation, so

discipline is carried out with joy and the second way

to improve the character of discipline is suppressed

by punishment, sanctions or punishment makes

psychological interest in a student's discipline

increase, but too severe punishment will make

students despair, and ultimately not go to college

again in one or several courses. Based on the

background above, this study wants to measure the

ICBEEM 2019 - International Conference on Business, Economy, Entrepreneurship and Management

222

influence of the major who is able to encourage

student discipline interest through the extrinsic

physical motivation of students with attitude

assessment instruments in the IQF or through real

punishment.

The purpose of this research is

1. to optimize the adoption of knowledge in the

learning process in the classroom, starting from

improving student discipline in attending

lectures.

2. To measure the level of student discipline

interest in attending lectures, through

motivation or punishment.

3. To determine the method or way to build

discipline that will be developed.

2 LITERATURE REVIEW

2.1 Character

Etymologically, the word character (English:

character) comes from the Greek (Greek), namely,

harassing, which means "to engrave" (Ryan and

Bohlin, 1999: 5). The word "to engrave" can be

translated to carve, paint, carve, or carve (Echols and

Shadily, 1987: 214). A person's whole appearance

can be described by a symbol that contains three

layers. The outermost layer shows his personality,

which is displayed every day (which also contains

identity and temperament). The second layer is the

character, and the inner layer is identity. The process

of character development for the first time in the

family environment by instilling noble values and

positive norms for generations derived from religion,

culture, tradition. This is then followed by non-formal

education in the community and formal education in

the school environment. In building this character,

there are at least four corridors that need to be carried

out, which are planting values, planting what is and

what is not), planting habits, and the fourth set a very

important role in the development of character

(Soemarno, 2001).

2.2 Disciplinary Character

The etymology of discipline comes from the Latin

"disabled," which means follower. Along with the

times, the word has changed to "discipline," which

means obedience or which involves the order.

Discipline requires emotional integrity in bringing

about circumstances. Discipline refers to the pattern

of behavior with the following characteristics

Krishna, 2012:

1. There is a strong desire to fully implement what

has become the norms, ethics, and rules that

apply in society.

2. Controlled behavior.

3. Their obedience (obedience)

2.3 Discipline Character Development

through Habituation Process

Habituation (habituation) is the process of forming

attitudes and behavior that are relatively sedentary

and are automated through a learning process that

repeatedly (Susanto, 2017. Attitudes or behavior

becomes a habit assume the character; such behavior

relatively settled, generally does not require a high

enough thinking function, for example, to be on time

for college not because of motivation to get grades, or

fear of breaking the rules, or fear because of the

instructor, but because it is an essential human life

necessity that realizes the importance of discipline.

As a result or result of experience or learning, and

repeatedly appear in response to the same stimulus.

The process of disciplinary habituation starts from

imitation, then habituation is done under the guidance

of parents, and lecturers, so that parents and lecturers

must also be able to emulate and accustom students

to discipline. There is little difference between the

exemplary process and the habituation process.

However, the two things support each other.

Exemplary is a positive connotation of words so that

the things that follow are behaviors, attitudes, and

actions that are normatively good and right. In the

example, there is an element of inviting indirectly, so

that sometimes it is less effective without direct

invitation in the form of habituation. Likewise,

habituation that directly leads to behavior, attitude, or

behavior that is expected, less able to succeed well

without exemplary. Students will be increasingly

accustomed to discipline, and if it has become a habit

that is embedded deep in his heart, the student will

later be difficult to change from that habit. This is

because the habit is an automatic behavior, without

being planned, goes on without thinking about it. The

process of habituation is actually about repetition.

Meaning that what is familiarized is something done

repeatedly and eventually becomes a habit. The habit

must be applied in the daily life of students so that

what is familiarized, especially related to discipline,

will be a perfect personality. Habits are formed

because of something that is accustomed, so that

habits can be interpreted as actions or skills

continuously, consistently for a long time, so that

The Determinant of Student Attendance Discipline in Lectures with Psychological Approach to Formation of Discipline Character Through

Punishment and Motivation: Survey on Management Department Students of the Faculty of Economics and Business UPN "Veteran"

Yogyakarta

223

actions and skills can really be known and eventually

become a habit that is difficult to leave. Habits can

also be interpreted as a movement of actions that runs

smoothly and as if walking by itself. This action was

originally due to the mind doing consideration and

planning so that later it will cause actions which if

these actions are repeated, it will become a habit.

Habits that are repeated over a long period of time and

continuously will form character.

2.4 Discipline

According to James Driver, from the psychological

side, discipline is the ability to control behavior that

comes from within a person in accordance with things

that have been set from the outside or existing norms.

In other words, psychological discipline is a person's

behavior that appears and is able to adjust to the rules

that have been set. According to Pratt Fairshild from

the side of sociology, discipline consists of two parts,

namely self-discipline and social discipline. Both are

interconnected with each other, so someone who has

a disciplined attitude is people who can direct their

behavior and actions based on certain standards or

limits of behavior that are accepted in their respective

groups or social sphere. These behavioral settings can

be obtained through education and learning channels.

According to John Macquarrie, in terms of ethics,

discipline is a willingness and deed of someone in

complying with all the rules that have been set up with

specific objectives.

2.5 Application of Discipline through

Habituation

Familiarization with discipline in college will have a

positive influence on student life in the future. In the

beginning, discipline was felt like a rule that restricted

learners' freedom. However, if this rule is felt like

something that should be consciously obeyed for the

good of oneself and the common good, then over

time, it will become a good habit towards self-

discipline. Discipline is no longer something that

comes from outside that gives certain limitations, but

discipline is a rule that comes from within itself as a

natural thing to do in everyday life. The main

experience in the implementation of discipline will

provide a framework in the order of life later. "Self-

discipline will only grow in an atmosphere where

between lecturers and students there is an attitude of

friendship that is rooted in the basis of mutual respect

and mutual trust," (Rohani HM et al., 1991; 134). So

according to this opinion, it means that discipline

must be applied within a democratic framework and

boundaries and penalties that provide disciplinary

(pedagogical KKBI) benefits.

2.6 Motivation

According to Hidayatullah, 2010, the enforcement of

discipline can be done in several ways to increase

motivation, education and training, leadership, rule

enforcement, application of reward, and punishment.

Increased motivation can be used to improve

someone's discipline through two approaches to

extrinsic motivation and intrinsic motivation. The

motivation that comes from outside ourselves is

extrinsic, while that comes from within us as intrinsic

motivation (Hidayatullah, 2010).

2.7 The Indonesian National

Qualification Framework

Indonesian National Qualification

The framework, hereinafter abbreviated as KKNI, is

a competency qualification gap framework which can

juxtapose, equalize, and integrate between the

education and work training fields, as well as work

experience in the context of providing recognition of

work competence in accordance with the work

structure in various sectors Learning achievement, is

the ability obtained through the internalization of

knowledge, attitudes, skills, competencies, and

accumulation of work experience (President, 2012).

One of the achievements in KKNI is the

internalization of the discipline of a student. To

increase the interest of student discipline, the method

can be pursued by providing the real motivation that

can encourage students to behave in the discipline by

utilizing one of the assessment instruments in KKNI,

namely attitude. The element of disciplinary attitude

assessment in attending lectures is used as a real

motivation to encourage disciplinary habits in

attending lectures before the lecture begins, students

who always attend before lectures begin will be given

a score of 7 points. The second method with a real

penalty in the form of if the student is not late for

more than 10 minutes, then it is not permitted to enter

so that the attendance signature cannot be detected, if

the student is found to be absent, then the falsified

signature and the student who is signed is considered

not to enter the meeting students not entering more

than two times without permission are not permitted

to take the final semester exams (Rector, 2018). In an

effort to build the discipline character of students in

attending lectures, it will be measured the

determinant of a greater influence between real

ICBEEM 2019 - International Conference on Business, Economy, Entrepreneurship and Management

224

motivation or real punishment that is able to build

disciplinary interest in attending lectures.

2.7 Research Framework and Results

Figure 1: Framework for research and results.

2.8 Hypothesis

1) The character of student discipline has a

significant positive effect on students'

disciplinary interest in attending lectures

through extrinsic motivation.

2) The character of student discipline has a

significant positive effect on the interest of

student discipline in attending lectures through

punishment.

3) The determinant of the character of student

discipline influences the interest of student

discipline in attending lectures through

punishment, greater student interest than

through extrinsic motivation.

3 RESEARCH METHODS

In this study the population was all Management

Study Program students at the Faculty of Economics

and Business UPN "Veteran" Yogyakarta, the sample

was part of the Management Study Program students

at the Faculty of Economics and Business UPN

"Veteran" Yogyakarta. The sampling technique in

this study uses convenience sampling. The sample

size was 107 respondents, descriptive data analysis

techniques, and quantitative analysis path SPSS

(Ghozali, 2013).

3.1 Research

a. Testing on structure model 1, EM = 0,674DC +

0,700

b. Testing on structure model 2, P = 0.652DC +

0.726

c. Tests on the structure model 3, ID = 0.392EM +

0.279DC + 0.236P + 0.544

d. Tests on the mediating structure model of indirect

influence (0.674DC.0,392EM) = 0.264, with

avalue of the sobeltest Sp2p3= 0.062 and the

effect of mediation with a value of t = 4.258>

1.96 with a significance level of 0.05,

concluded a significant mediation coefficient

means that there is a mediating effect, with a

total effect ID = 0.279DC +

(0.674DC.0,392EM) = 0.543, hypothesis 1 is

proven.

e. Tests on the indirect influence structure model

(0.652DC.0.236P) = 0.154, with the value of

the Sobel test Sp4p5= 0.057 and the effect of

mediation with the value of t = 2.701> 1.96

with a significance level of 0.05, concluded a

significant mediation coefficient it means that

there is a mediating effect, with a total effect of

The Determinant of Student Attendance Discipline in Lectures with Psychological Approach to Formation of Discipline Character Through

Punishment and Motivation: Survey on Management Department Students of the Faculty of Economics and Business UPN "Veteran"

Yogyakarta

225

ID = 0.279DC + (0.652DC.0.236P) = 0.433,

hypothesis 2 is proven.

f. Hypothesis 3 testing is not proven, the character

of student discipline influences the interest of

student discipline in attending lectures through

extrinsic motivation of 0,264, greater than

through a penalty of 0,154.

Based on the results of two indirect path analysis

mediated by extrinsic motivation or punishment, both

of them show path coefficients of significant value and

positive, and this shows that the better the discipline

character of students majoring in Management at the

Faculty of Economics and Business UPN "Veteran"

Yogyakarta, the higher the interest of student discipline

through extrinsic motivation or punishment, so

hypotheses 1 and 2 are proven.

Whereas based on the results of the study, the

coefficient of determination of the character of

discipline to the interests of student discipline through

extrinsic motivation produces a greater coefficient of

influence, than through punishment. This means to

improve student discipline in the timeliness of

attending lectures "before lectures begin," and

avoiding absenteeism is more desirable to students

through extrinsic motivation in the form of

disciplinary attitude assessment in the KKNI

instruments. The third hypothesis is not proven, this

research is not in line with that conducted by Mussa

2015, this research shows that building the character

of student discipline through real extrinsic motivation

is more desirable for students majoring in

Management at the Faculty of Economics and

Business UPN "Veteran" Yogyakarta.

4 CONCLUSIONS

1. The character of discipline has a direct effect

on the interests of student discipline through

extrinsic psychological motivation.

2. The character of the discipline has a direct

effect on the interests of student discipline

through psychological punishment.

3. The determinant of the character of student

discipline influences the interest of student

discipline through extrinsic motivation, having

a greater effect than through punishment.

5 SUGGESTIONS

In building student disciplinary interest in the

timeliness of attending lectures before lecture begins

and avoiding attendance, a system or method or

method using an extrinsic motivation approach

should be included in the disciplinary attitude

assessment instrument in KKNI, in the form of giving

value to students who are always present before

lecturing started, the grading could use ranking, the

approach through extrinsic motivation was very

supportive of the curriculum system that had been

used by the Management Department of the Faculty

of Economics and Business UPN "Veteran"

Yogyakarta based on KKNI, in which there was an

assessment instrument in the form of attitude.

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The Determinant of Student Attendance Discipline in Lectures with Psychological Approach to Formation of Discipline Character Through

Punishment and Motivation: Survey on Management Department Students of the Faculty of Economics and Business UPN "Veteran"

Yogyakarta

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