PENGARUH KONTROL DIRI TERHADAP PERILAKU PROSOSIAL SISWA REGULER TERHADAP ABK DI SEKOLAH MENENGAH PERTAMA

Interaction and concern shown by regular students toward students with special needs (SEN) in inclusive schools play a vital role in fostering a supportive learning environment. Within this context, self-control serves as an essential factor in shaping regular students’ tendencies to engage in prosocial behavior toward their peers with special needs. This study aims to examine the influence of self-control on the prosocial behavior of regular students toward students with special needs in Junior High Schools. A quantitative correlational approach was employed, and data were analyzed using simple linear regression. The participants consisted of 127 regular students aged 12–15 years, selected through proportionate stratified random sampling. The instruments used in this study were the Brief Self-Control Scale (BSCS) and the Prosocial Behavior Scale. The findings revealed that self-control had a significant influence on prosocial behavior, with a p-value of 0.038 (p < 0.05). The contribution of self-control to prosocial behavior was 3.4% (R² = 0.034). These results suggest that students with higher levels of self-control tend to exhibit more prosocial behavior. This study implies that schools should develop programs to enhance students’ self-control in order to foster inclusive interactions and support the success of inclusive education.