This study investigates the relationship between self-management ability and students' mathematics learning discipline in Class VIII at Darud Da'wah wal Irsyad Al-Irsyah Makassar junior high school. The research aims to describe and interpret the self-management ability of students in their mathematics learning discipline. The study used a quantitative descriptive and inferential analysis approach, with self-management ability as the independent variable and mathematics learning discipline as the dependent variable. The population was all Class VIII students, and a sample of 30 students was selected. Data was collected using questionnaires and documentation. The results showed that the average self-management ability and mathematics learning discipline scores were in the good category. Inferential analysis revealed a significant relationship between self-management ability and mathematics learning discipline, with Rcount (0.982) significantly higher than Rtable (0.361) at the 5% significance level. This indicates that self-management ability significantly influences mathematics learning discipline. The study highlights that self-management skills are crucial for improving academic performance and fostering responsible and independent attitudes. Implementing self-management strategies can enhance students' learning discipline, leading to better academic outcomes. The research also emphasizes the importance of developing self-management skills as part of the curriculum to support long-term educational success. However, the study has limitations, including a narrow focus on a specific school context and the need for further research to generalize findings. Overall, the study contributes to the understanding of the role of self-management in mathematics education and provides practical strategies for improving student discipline and performance.This study investigates the relationship between self-management ability and students' mathematics learning discipline in Class VIII at Darud Da'wah wal Irsyad Al-Irsyah Makassar junior high school. The research aims to describe and interpret the self-management ability of students in their mathematics learning discipline. The study used a quantitative descriptive and inferential analysis approach, with self-management ability as the independent variable and mathematics learning discipline as the dependent variable. The population was all Class VIII students, and a sample of 30 students was selected. Data was collected using questionnaires and documentation. The results showed that the average self-management ability and mathematics learning discipline scores were in the good category. Inferential analysis revealed a significant relationship between self-management ability and mathematics learning discipline, with Rcount (0.982) significantly higher than Rtable (0.361) at the 5% significance level. This indicates that self-management ability significantly influences mathematics learning discipline. The study highlights that self-management skills are crucial for improving academic performance and fostering responsible and independent attitudes. Implementing self-management strategies can enhance students' learning discipline, leading to better academic outcomes. The research also emphasizes the importance of developing self-management skills as part of the curriculum to support long-term educational success. However, the study has limitations, including a narrow focus on a specific school context and the need for further research to generalize findings. Overall, the study contributes to the understanding of the role of self-management in mathematics education and provides practical strategies for improving student discipline and performance.