Comparative Analysis of the Influence of Verbal and Nonverbal Reprimands in Enforcing Discipline of Grade VI Students

Abstract

Financial Performance represents the achievement of an entity's overall operational activities measured through financial indicators within a specific period. This research aims to comparatively analyze the effect of verbal and nonverbal reprimands on enforcing student discipline in Grade VI at SDN 6 Masbagik Selatan. Employing a quantitative associative and comparative approach, this study involved a sample of 35 students selected through simple random sampling. Data were collected via questionnaires using a 4-point Likert scale, observation, and documentation. The data analysis included validity and reliability tests, classical assumption tests, multiple linear regression, t-tests, F-tests, and the coefficient of determination (R²). The findings reveal that verbal reprimands have a positive and significant effect on student discipline (t-count = 3.218 > t-table = 2.037), as explicit verbal communication provides clear stimuli for behavior correction. Conversely, nonverbal reprimands do not significantly affect discipline (t-count = -1.084 < t-table = 2.037), largely due to elementary students' limitations in interpreting symbolic or implicit gestures. Simultaneously, both variables account for a 52.5% variance in student discipline. The study concludes that educators should prioritize constructive verbal reprimands while utilizing nonverbal cues only assupplementary reinforcements to effectively foster student discipline.