This study investigates the relationship between self-management ability and students' learning discipline in mathematics subjects at Darud Da'wah wal Irsyad Al-Irsyah Makassar junior high school. The research employs a correlational design, using self-management ability as the independent variable and students' mathematics learning discipline as the dependent variable. The population consists of all Class VIII students, with a sample size of 30 students. Data were collected through questionnaires and documentation, and analyzed using both descriptive and inferential statistics. The results show that the average score for self-management ability is in the good category, and the average score for mathematics learning discipline is also in the good category. The inferential analysis reveals a significant relationship between self-management ability and mathematics learning discipline, with a correlation coefficient (r) of 0.982, which is very high. This indicates that students with better self-management skills tend to have better learning discipline in mathematics. The study highlights the importance of self-management skills in improving academic performance and building attitudes of responsibility and independence. It suggests that interventions to enhance self-management abilities can positively impact students' learning discipline and long-term success. However, the research is limited to a specific school context, and further studies are needed to generalize the findings to different educational environments.This study investigates the relationship between self-management ability and students' learning discipline in mathematics subjects at Darud Da'wah wal Irsyad Al-Irsyah Makassar junior high school. The research employs a correlational design, using self-management ability as the independent variable and students' mathematics learning discipline as the dependent variable. The population consists of all Class VIII students, with a sample size of 30 students. Data were collected through questionnaires and documentation, and analyzed using both descriptive and inferential statistics. The results show that the average score for self-management ability is in the good category, and the average score for mathematics learning discipline is also in the good category. The inferential analysis reveals a significant relationship between self-management ability and mathematics learning discipline, with a correlation coefficient (r) of 0.982, which is very high. This indicates that students with better self-management skills tend to have better learning discipline in mathematics. The study highlights the importance of self-management skills in improving academic performance and building attitudes of responsibility and independence. It suggests that interventions to enhance self-management abilities can positively impact students' learning discipline and long-term success. However, the research is limited to a specific school context, and further studies are needed to generalize the findings to different educational environments.