Positive reinforcement merupakan respon terhadap pentingnya kedisiplinan siswa datang tepat waktu agar berulangnya kembali tingkah laku yang diharapkan. penelitian ini bertujuan untuk mengetahui pengaruh positive reinforcement terhadap peningkatan kedisiplinan siswa datang tepat waktu di sekolah. jenis penelitian ini adalah penelitian pre-experimental design dengan bentuk one group pretest-posttest, populasi sebanyak 290 siswa dan jumlah sampel dari hasil purposive sampling sebanyak 5 siswa kelas xi. teknik pengumpulan data menggunakan skala likert dengan indikator yang dikembangkan berdasarkan moenir (2016). jenis reinforcement atau penguatan yang diberikan dalam penelitian ini adalah penguatan verbal diantaranya motivasi, pujian, dorongan serta penguatan non-verbal yang disepakati bersama berupa reward yaitu minuman kopi, makanan nasi goreng dengan pemberian diakhir pertemuan berdasarkan jumlah poin yang telah dikumpulkan. teknik analisis data dalam penelitian ini, mengunakan teknik analisis statistik deskriptif untuk menguji rata-rata skor perubahan sebelum dan setelah diberi perlakuan yakni sebesar 57,60 menjadi 98,80 dan teknik analisis inferensial untuk menguji hipotesis menggunakan uji wilcoxon dengan bantuan program aplikasi statistical product and service solution (spss) version 27.0.1 for windows. berdasarkan hasil penelitian sebelum dan setelah pemberian perlakuan, diperoleh hasil perhitungan uji hipotesis dengan pengambilan keputusan berdasarkan propabilitas dengan nilai asyimp sig = 0,042 < α = 0,05 maka hipotesis kerja (ha) diterima yang berarti bahwa ada pengaruh positive reinforcement terhadap peningkatan kedisiplinan siswa datang tepat waktu di sekolah. kata kunci : reinforcement positive, kedisiplinan datang tepat waktu

Positive reinforcement serves as a response to the importance of student punctuality, aiming to encourage the recurrence of desirable behavior. this study aims to determine the effect of positive reinforcement on improving students' discipline in arriving on time at school. the research employed a pre-experimental design with a one-group pretest-posttest model. the population consisted of 290 students, and a purposive sampling technique was used to select five eleventh-grade students as the sample. data were collected using a likert scale based on indicators developed by moenir (2016). the reinforcements applied in this study included verbal reinforcement such as motivation, praise, and encouragement, as well as agreed-upon non-verbal reinforcement in the form of rewards, such as coffee and fried rice, which were given at the end of the sessions based on the points accumulated. data were analyzed using descriptive statistics to measure the mean score difference before and after the treatment, which increased from 57,60 to 98,80. inferential analysis was conducted to test the hypothesis using the wilcoxon test with the assistance of statistical product and service solutions (spss) version 27.0.1 for windows. the results showed a significant difference before and after the treatment session with an asymp. sig value of 0.042 < a = 0.05. therefore, the alternative hypothesis (ha) was accepted, indicating that positive reinforcement has a significant effect on improving student punctuality at school. keywords :positive reinforcement, punctuality, student discipline