PENGARUH SARANA BELAJAR DAN MOTIVASI BELAJAR TERHADAP KEMANDIRIAN BELAJAR MAHASISWA (Studi Empirical Pada Mahasiswa Beasiswa Bidikmisi UPBJJ-UT Ternate)

2018 ◽  
Vol 19 (2) ◽  
pp. 68
Author(s):  
Raden Sudarwo ◽  
Yusuf Yusuf ◽  
Anfas Anfas
Keyword(s):  
Student Learning ◽  
Significant Influence ◽  
Sense Of Self ◽  
Regression Equation ◽  
Learning Motivation ◽  
Coefficient Of Determination ◽  
Learning Tools ◽  
Constant Number ◽  
Self Sufficiency ◽  
Student Independence

This study aims to determine the influence of learning facilities and student learning motivation towards the independence of student learning. The result of the research shows that there is positive and significant influence of learning tool (X1) on learning independence (Y). It is obtained by tvalue (2,159) with p = 0,034 <0,05 and ttable at 5% significant level with df = 78 equal to 1,991. There is a positive and significant influence of learning motivation (X2) on learning independence (Y). It is obtained tvalue (7,858) with p = 0,000 <0,05 and ttable at 5% significant level with df = 78 equal to 1,991. There is a positive and significant influence of learning facilities (X1) and learning motivation (X2) simultaneously to the independence of learning (Y). This shows the coefficient of double correlation RY (1,2) = 0,746 and R² = 0,557 and price Fvalue equal to 48,980 with p = 0,000 <0,05 and Ftable = 3,11 at 5% significant level. Coefficient value X1 = 0,186 and X2 = 0,647, constant number equal to 8,650 so that can be made regression equation Y = 8,650 + 0,186X1 + 0,647X2. The higher the learning means (X1) and the learning motivation (X2), the higher the learning independence (Y). Coefficient of Determination is R² of 0,557. Means 55,7% learning independence is explained by learning tools and learning motivation. Meanwhile, 44,3% is explained by other factors not discussed in this study. The study concludes that partially, learning facilities and student learning motivation has a positive and significant effect on student independence (self-sufficiency) in learning.  In addition, both learning facility and motivation have a positive and significant effect on student learning independence or sense of self-sufficiency. Penelitian ini bertujuan untuk mengetahui pengaruh fasilitas belajar dan motivasi belajar siswa terhadap kemandirian belajar siswa. Hasil penelitian menunjukkan bahwa ada pengaruh yang positif dan signifikan sanara belajar (X1) terhadap kemandirian belajar (Y). Hal ini diperoleh dengan nilai thitung (2,159) dengan p = 0,034 <0,05 dan ttabel pada 5% tingkat signifikan dengan df = 78 sama dengan 1,991. Ada pengaruh positif dan signifikan motivasi belajar (X2) pada kemandirian belajar (Y). Diperoleh nilai thitung (7,858) dengan p = 0,000 <0,05 dan ttabel pada taraf signifikan 5% dengan df = 78 sebesar 1,991. Ada pengaruh yang positif dan signifikan dari fasilitas belajar (X1) dan motivasi belajar (X2) secara bersamaan terhadap kemandirian belajar (Y). Hal ini menunjukkan koefisien korelasi ganda RY (1,2) = 0,746 dan R² = 0,557 dan harga Fhitung sebesar 48,980 dengan p = 0,000 <0,05 dan Ftabel = 3,11 pada taraf signifikan 5%. Nilai koefisien X1 = 0,186 dan X2 = 0,647, bilangan konstan sebesar 8,650 sehingga dapat dibuat persamaan regresi Y = 8,650 + 0,186X1 + 0,647X2. Semakin tinggi nilai sarana belajar (X1) dan motivasi belajar (X2), semakin tinggi kemandirian belajar (Y). Koefisien Determinasi adalah R² 0,557. Berarti 55,7% kemandirian belajar dijelaskan oleh alat belajar dan motivasi belajar. Sementara itu, 44,3% dijelaskan oleh faktor-faktor lain yang tidak dibahas dalam penelitian ini. Penelitian ini menyimpulkan bahwa secara parsial, baik ketersediaan sarana prasaran belajar dan motivasi berpengaruh positif dan signifikan pada kemandirian mahasiswa, dari dari kedua variable tersebut motivasi mempunyai pengaruh lebih besar. Secara simultan ketersediaan sarana prasarana dalam belajar dan pembelajaran, serta motivasi berpengaruh positif terhadap kemandirian belajar.

scholarly journals PENGARUH SARANA BELAJAR DAN MOTIVASI BELAJAR TERHADAP KEMANDIRIAN BELAJAR MAHASISWA (Studi Empirical Pada Mahasiswa Beasiswa Bidikmisi UPBJJ-UT Ternate)

2018 ◽  
Vol 19 (2) ◽  
pp. 68-83
Author(s):  
Raden Sudarwo ◽  
Yusuf Yusuf ◽  
Anfas Anfas
Keyword(s):  
Student Learning ◽  
Significant Influence ◽  
Sense Of Self ◽  
Regression Equation ◽  
Learning Motivation ◽  
Coefficient Of Determination ◽  
Learning Tools ◽  
Constant Number ◽  
Self Sufficiency ◽  
Student Independence

This study aims to determine the influence of learning facilities and student learning motivation towards the independence of student learning. The result of the research shows that there is positive and significant influence of learning tool (X1) on learning independence (Y). It is obtained by tvalue (2,159) with p = 0,034 <0,05 and ttable at 5% significant level with df = 78 equal to 1,991. There is a positive and significant influence of learning motivation (X2) on learning independence (Y). It is obtained tvalue (7,858) with p = 0,000 <0,05 and ttable at 5% significant level with df = 78 equal to 1,991. There is a positive and significant influence of learning facilities (X1) and learning motivation (X2) simultaneously to the independence of learning (Y). This shows the coefficient of double correlation RY (1,2) = 0,746 and R² = 0,557 and price Fvalue equal to 48,980 with p = 0,000 <0,05 and Ftable = 3,11 at 5% significant level. Coefficient value X1 = 0,186 and X2 = 0,647, constant number equal to 8,650 so that can be made regression equation Y = 8,650 + 0,186X1 + 0,647X2. The higher the learning means (X1) and the learning motivation (X2), the higher the learning independence (Y). Coefficient of Determination is R² of 0,557. Means 55,7% learning independence is explained by learning tools and learning motivation. Meanwhile, 44,3% is explained by other factors not discussed in this study. The study concludes that partially, learning facilities and student learning motivation has a positive and significant effect on student independence (self-sufficiency) in learning.  In addition, both learning facility and motivation have a positive and significant effect on student learning independence or sense of self-sufficiency.   Penelitian ini bertujuan untuk mengetahui pengaruh fasilitas belajar dan motivasi belajar siswa terhadap kemandirian belajar siswa. Hasil penelitian menunjukkan bahwa ada pengaruh yang positif dan signifikan sanara belajar (X1) terhadap kemandirian belajar (Y). Hal ini diperoleh dengan nilai thitung (2,159) dengan p = 0,034 <0,05 dan ttabel pada 5% tingkat signifikan dengan df = 78 sama dengan 1,991. Ada pengaruh positif dan signifikan motivasi belajar (X2) pada kemandirian belajar (Y). Diperoleh nilai thitung (7,858) dengan p = 0,000 <0,05 dan ttabel pada taraf signifikan 5% dengan df = 78 sebesar 1,991. Ada pengaruh yang positif dan signifikan dari fasilitas belajar (X1) dan motivasi belajar (X2) secara bersamaan terhadap kemandirian belajar (Y). Hal ini menunjukkan koefisien korelasi ganda RY (1,2) = 0,746 dan R² = 0,557 dan harga Fhitung sebesar 48,980 dengan p = 0,000 <0,05 dan Ftabel = 3,11 pada taraf signifikan 5%. Nilai koefisien X1 = 0,186 dan X2 = 0,647, bilangan konstan sebesar 8,650 sehingga dapat dibuat persamaan regresi Y = 8,650 + 0,186X1 + 0,647X2. Semakin tinggi nilai sarana belajar (X1) dan motivasi belajar (X2), semakin tinggi kemandirian belajar (Y). Koefisien Determinasi adalah R² 0,557. Berarti 55,7% kemandirian belajar dijelaskan oleh alat belajar dan motivasi belajar. Sementara itu, 44,3% dijelaskan oleh faktor-faktor lain yang tidak dibahas dalam penelitian ini. Penelitian ini menyimpulkan bahwa secara parsial, baik ketersediaan sarana prasaran belajar dan motivasi berpengaruh positif dan signifikan pada kemandirian mahasiswa, dari dari kedua variable tersebut motivasi mempunyai pengaruh lebih besar. Secara simultan ketersediaan sarana prasarana dalam belajar dan pembelajaran, serta motivasi berpengaruh positif terhadap kemandirian belajar.

scholarly journals Pengaruh Kreativitas Guru terhadap Motivasi Belajar Siswa di SMP YPN Bojonggede Bogor

2021 ◽  
Vol 3 (1) ◽  
pp. 85-94
Author(s):  
Marwati Ulfah ◽  
Eda Laelasari ◽  
Ismail Mustaqim
Keyword(s):  
High School ◽  
Student Learning ◽  
Religious Education ◽  
Significant Influence ◽  
Junior High School ◽  
Significance Test ◽  
Learning Motivation ◽  
Coefficient Of Determination ◽  
Education Teacher ◽  
Correlation Techniques

  The research was in the background by viewing the fact on the ground that many students are often bored and students tend to passively listen to the teacher's descriptions because the less attractive lesson material transmission and the lack of communication between teacher and student in the lesson, resulting in a lack of student's learning motivation. With that background, researchers are intrigued to examine whether the creativity of a teacher in Islam is affecting students' learning motivation. The research was conducted in Junior High School YPN Bojonggede Bogor. The population is 103 students while the sample is 35 students. The study implemented correlation methods with research instruments using angkets for the creativity of the islamic religious education teacher and student learning motivation. Data was analyzed using product moment correlation techniques. Research shows r calculated= 0.47 > r table= 0.344. Thus Ha is accepted and Ho rejected which means there is an influence in the creativity of teachers of Islam's education on students' learning motivation. So is the significance test with t test show t count 3.0590 > t table 2.0301. This means the influence of the creativity of the islamic religious education teacher on student learning motivation is a significant influence, while  the  contribution  of  the  creativity  of  the  islamic  religious  education  teacher  on  the student's learning motivation is shown by KD (Coefficient of Determination) as 22.09%.

scholarly journals BEBERAPA FAKTOR YANG BERPENGARUH TERHADAP MOTIVASI BELAJAR MAHASISWA PERGURUAN TINGGI SWASTA (PTS) (STUDI KASUS PADA MAHASISWA FAKULTAS EKONOMI DI KOTA PALEMBANG)

2017 ◽  
Vol 13 (2) ◽  
pp. 155-170
Author(s):  
Dwi Eka Novianty ◽  
Junaidi Junaidi
Keyword(s):  
Student Learning ◽  
Significant Influence ◽  
Linear Analysis ◽  
Statistical Test ◽  
Learning Motivation ◽  
Teaching Skill ◽  
Coefficient Of Determination ◽  
Campus Environment ◽  
Independent Variables ◽  
Test Result

This study aims to determine the effect of student conditions, skills of lecturers teachingand campus environment on student learning motivation Faculty Economics of PTS. Thedata were collected from August - September 2017. The data used were secondary datafrom questionnaires distributed to several PTS campuses in Palembang, PalembangUniversity, Tridinanti University, IBA University and Muhammadiyah University ofPalembang. There were 260 questionnaires distributed, from which the questionnairewas then tabulated, then the statistical test using SPSS obtained the following results: 1)The result of multiple linear analysis showed that all independent variables (studentcondition, teaching skill of lecturer and campus environment) had significant influence tostudent's learning motivation, student condition variable have more dominant influencethan other variable, 2) result of t test indicate that partially variable of student conditionand campus environment have significant effect to student's motivation variable, whilepartial teaching skill has no significant effect to student's learning motivation 3) F TestResult indicate that student condition variable, teaching skill of lecturer and campusenvironment simultaneously / simultaneously have an effect on student's motivationvariable, 4) Adjusted R R Test Result are showing the coefficient of determination equalto 0,307 or 30,7% variable of student condition, teaching skill of lecturer and campusenvironment influence student learning motivation.

scholarly journals PENGELOLAAN PROGRAM ULANGAN HARIAN BERSAMA (UHB) SEBAGAI UPAYA MENINGKATKAN MOTIVASI BELAJAR SISWA

2018 ◽  
Vol 2 (2) ◽  
pp. 132
Author(s):  
Irman Suherman
Keyword(s):  
Student Learning ◽  
Complete Information ◽  
Regression Equation ◽  
Learning Motivation ◽  
Coefficient Of Determination ◽  
Simple Linear Regression ◽  
Students Attitudes ◽  
Improving Student Learning ◽  
The Impact ◽  
Improve Student Learning

Penelitian ini bertujuan untuk melihat dampak dari program Ulangan Harian Bersama (UHB) terhadap peningkatan motivasi belajar siswa.Data yang digunakan dalam penelitian ini didapat dari angket dan dokumen, lalu dianalisis dengan menggunakan regresi linier sederhana untuk melihat tingkat pengaruh program UHB terhadap motivasi belajar siswa.Hasil penelitian menunjukkan motivasi belajar siswa SMA Negeri 4 Kota Bogor yang digambarkan dengan sikap siswa dalam belajar berupa kesiapan siswa dalam belajar, keaktifan siswa dalam belajar, rasa senang saat belajar, pemusatan perhatian, daya serap materi dan kesiapan siswa dalam mengerjakan tugassudah baik. Sedangkan koefisien determinasi menunjukkan nilai R Square 0,002 atau 0,2%, bermakna niali UHB sebagai bentuk hasil dari program UHB tidak sama sekali memberikan dampak pada peningkatan motivasi belajar siswa dengan melihat sangat rendahnya pengaruh tersebu yaitu hanya 0,2% saja. Sehingga dapat dikatakan 99,8% motivasi belajar siswa dipengaruhi oleh faktor lain.Sedangkan persamaan regresi Y atas X, adalah Ŷ = 71,280+ 0,028X. Dengan persamaan regresi tersebut dapat diinterprestasikan bahwa jika variabel Nilai UHB (X) dengan Motivasi Belajar Siswa (Y) diukur dengan instrumen yang dikembangkan dalam penelitian ini, maka setiap perubahan skor UHB sebesar satu pada satuan dapat diestimasikan skor Motivasi Belajar Siswa akan berubah sebesar  0,028 satuan pada arah yang sama.Program Ulangan Harian Bersama (UHB) yang dilaksanakan oleh SMA Negeri 4 Kota Bogor sebagai upaya meningkatkan motivasi belajar siswa, pada penelitian ini menunjukkan hasil yang kurang baik dimana pemberian nilai sebagai hasil dari program ulangan harian tidak cukup untuk memotivasi siswa dalam pembelajaran.Hasil analisis data menunjukkan bahwa betapa rendahnya pengaruh nilai dalam ulangan harian tersebut terhadap motivasi belajar siswa yaitu hanya sebesar 0,02%.Bagi peneliti selanjutnya tentang motivasi belajar siswa, disarankan untuk meneliti faktor yang lebih luas mengenai faktor-faktor yang mempengaruhi peningkatan motivasi belajar siswa tidak hanya terbatas pada pemberian ulangan harian dan nilai saja. Sehingga penelitian yang dihasilkan akan memberikan informasi yang lengkap dan dapat dijadikan pegangan bagi para guru guna memperbaiki pembelajran.Kata kunci: motivasi belajar siswa, program ulangan harian bersama (UHB).MANAGEMENT OF DAILY JOINT TEST (UHB) PROGRAM AS EFFORTS TO IMPROVE STUDENT LEARNING MOTIVATIONAbstractThis research aims to see the impact of the daily joint test (UHB) program on increasing students’ learning motivation. The data used in this research were gathered from questionnaires and documents, and were analyzed by using simple linear regression to see the level of influence of the UHB program on students’ learning motivation. The research focused on the students of SMA Negeri 4 in Bogor City. The learning motivation was illustrated by the students' attitudes in learning, readiness in learning, activeness in learning, and joy in learning, along with their concentration and material absorption. The coefficient of determination shows that the value of R Square 0.002 or 0.2%, meaning the value of the UHB program as a form of impact on improving student learning motivation is very low. It can be said that 99.8% of students' learning motivation is influenced by other factors. The regression equation Y over X is Ŷ = 71,280 + 0,028X. With the regression equation, one can see that the UHB (X) Value variable with Student Learning Motivation (Y). When measured by the instrument developed in this study, a change in UHB score of one unit can be estimated to change Student Learning Motivation scores by 0.028 units in the same direction. This study shows, that the daily joint test (UHB) program, carried out by SMA Negeri 4 Bogor, in an effort to improve students’ learning motivation, demonstrated unfavorable results. Giving scores as a result of a daily review program was not enough to motivate students in learning. The results of the data analysis showed a low influence of the daily testing on students’ learning motivation. In further research on students’ learning motivation, it is suggested to examine broader factors regarding the influence on students’ motivation to increase learning not only limited to giving daily tests and grades. This further research is needed to provide complete information that can be used as a guide for teachers to improve learning.

scholarly journals The Influence of Learning Motivation and Teacher's Teaching Style on Student Achievement (At MA Muhammadiyah)

2019 ◽  
Vol 3 (2) ◽  
pp. 177
Author(s):  
Kharisma Danang Yuangga
Keyword(s):  
Student Achievement ◽  
Hypothesis Testing ◽  
Student Learning ◽  
Significant Influence ◽  
Teaching Style ◽  
Learning Motivation ◽  
Test Reliability ◽  
Coefficient Of Determination ◽  
Analysis Tool ◽  
Learning Achievement

How to teach teachers more or less will motivate students to absorb knowledge. The purpose of this study was to determine the effect of learning motivation and teaching style on student achievement in the MA  Muhammadiyah. The method used is descriptive method with an associative approach. The sampling technique used was proportional random sampling using a sample of 76 respondents. The analysis tool uses validity test, reliability test, classic assumption test, regression analysis, correlation coefficient analysis, coefficient of determination analysis and hypothesis testing. The results of this study are Learning Motivation has a positive and significant effect on student learning achievement by 42.7%. hypothesis testing is obtained tcount> ttable or (7.428> 1.993), so that H0 is rejected and H1 is accepted, meaning that there is a positive and significant influence between learning motivation on student learning achievement at the MA Muhammadiyah Office. Teacher teaching style has a positive and significant effect on student learning achievement by 36.0%. Hypothesis testing is obtained tcount> ttable or (6.454> 1.993) so that H0 is rejected and H2 is accepted meaning that there is a positive and significant influence between the teacher's teaching style on student learning achievement on. A simultaneous test of teacher motivation and teaching style has a positive and significant effect on student learning achievement with an influence contribution of 48.4%, while the remaining 52.0% is influenced by other factors. Hypothesis testing obtained the value of Fcount> Ftable or (39.505> 2.730), thus Ho is rejected and H3 is accepted. This means that there is a positive and significant effect simultaneously between learning motivation and teacher teaching style on student achievement in the MA Muhammadiyah

scholarly journals BEBERAPA FAKTOR YANG BERPENGARUH TERHADAP MOTIVASI BELAJAR MAHASISWA PERGURUAN TINGGI SWASTA (PTS) (STUDI KASUS PADA MAHASISWA FAKULTAS EKONOMI DI KOTA PALEMBANG)

2017 ◽  
Vol 13 (2) ◽  
pp. 155-170
Author(s):  
Dwi Eka Novianty ◽  
Junaidi Junaidi
Keyword(s):  
Student Learning ◽  
Significant Influence ◽  
Linear Analysis ◽  
Statistical Test ◽  
Learning Motivation ◽  
Teaching Skill ◽  
Coefficient Of Determination ◽  
Campus Environment ◽  
Independent Variables ◽  
Test Result

This study aims to determine the effect of student conditions, skills of lecturers teachingand campus environment on student learning motivation Faculty Economics of PTS. Thedata were collected from August - September 2017. The data used were secondary datafrom questionnaires distributed to several PTS campuses in Palembang, PalembangUniversity, Tridinanti University, IBA University and Muhammadiyah University ofPalembang. There were 260 questionnaires distributed, from which the questionnairewas then tabulated, then the statistical test using SPSS obtained the following results: 1)The result of multiple linear analysis showed that all independent variables (studentcondition, teaching skill of lecturer and campus environment) had significant influence tostudent's learning motivation, student condition variable have more dominant influencethan other variable, 2) result of t test indicate that partially variable of student conditionand campus environment have significant effect to student's motivation variable, whilepartial teaching skill has no significant effect to student's learning motivation 3) F TestResult indicate that student condition variable, teaching skill of lecturer and campusenvironment simultaneously / simultaneously have an effect on student's motivationvariable, 4) Adjusted R R Test Result are showing the coefficient of determination equalto 0,307 or 30,7% variable of student condition, teaching skill of lecturer and campusenvironment influence student learning motivation.

scholarly journals Pengaruh Metode Pembelajaran Dan Motivasi Terhadap Hasil Belajar

CICES ◽  
2017 ◽  
Vol 3 (2) ◽  
pp. 122-135
Author(s):  
Arsi Yulianjani
Keyword(s):  
Learning Outcomes ◽  
Significant Influence ◽  
Research Method ◽  
Statistical Test ◽  
Descriptive Statistics ◽  
Learning Motivation ◽  
Coefficient Of Determination ◽  
English Learning ◽  
Learning Method ◽  
Coefficient Corrélation

The purpose of this study is to determine the influence of Learning Method on English learning outcomes, to determine the effect of learning motivation on English learning outcomes, and to determine the influence of learning method and motivation together with the results of Englishlearning. The research method uses experimental method. A sample of 80 students was selected randomly with a simple random technique. The data collection uses test instruments. The analysis of data uses descriptive statistics, Pearson's double correlation coefficient, Correlation of coefficient of determination and regression analysis. The statistical test uses t test and F test. This research was conducted on April 2015 until June 2015. The results showed: (1) There is a significant influence of Learning Method (X1) and Motivation (X2) together to the learning result of English (Y) students at SMK Negeri Tangerang. It can be proved by the value of F0 = 4,219 and Sig. = 0,000 <0.05. (2) There is a significant influence of Learning Method on English learning result of students at SMK Negeri in Tangerang. This is proved by the acquisition of Fo = 28,581 and Sig. = 0,000 <0.05. (3) There is a significant influence of learning motivation on English learning result of students at SMK Negeri in Tangerang. This is evidenced by the acquisition of Fo = 44.095 and sig. = 0,000 <0.05

scholarly journals PENGARUH KREATIVITAS GURU TERHADAP MOTIVASI BELAJAR SISWA KELAS VII PADA MATA PELAJARAN PAI & BP DI SMP PLUS DAARUL JANNAH KABUPATEN TANGERANG

2021 ◽  
Vol 17 (2) ◽  
Author(s):  
Al Irsyadiyah
Keyword(s):  
Linear Regression ◽  
Student Learning ◽  
Frequency Distribution ◽  
Field Research ◽  
Learning Motivation ◽  
Quantitative Approach ◽  
Coefficient Of Determination ◽  
Teacher Creativity ◽  
Independent Variable

The purpose of the study was to determine the effect of teacher creativity on the learning motivation of class VII students at SMP Plus Daarul Jannah, Tangerang Regency. This type of research is field research using a quantitative approach with 30 respondents. The results of this study concluded that the value of the frequency distribution of teacher creativity (variable X) 80% of 24 students from 30 respondents, the value of the frequency distribution of learning motivation (variable Y) 73.33% and the magnitude of the influence of teacher creativity on learning motivation obtained linear regression values Sig < 0.05, namely 0.002 < 0.05, then Ho is rejected, meaning that the independent variable (X) of teacher creativity significantly affects the variable (Y) namely student learning motivation. Based on the value of R square is also called the coefficient of determination which in this case means that the variable of learning motivation is influenced by the creativity of the teacher by 28.3%. The remaining 71.7% is influenced by other factors that have not been studied in this study.

scholarly journals Hubungan Disiplin Belajar dengan Motivasi Belajar Siswa pada Mata Pelajaran Fiqh Kelas IX MTs Al-Iqna Cisaga Kabupaten Ciamis

2021 ◽  
Vol 17 (2) ◽  
pp. 145
Author(s):  
Eva Rahmayani ◽  
Husni Husni ◽  
Daryaman Daryaman
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
Significant Influence ◽  
Research Method ◽  
Quantitative Research ◽  
Learning Motivation ◽  
The Relationship

This study aims to determine the relationship between learning discipline and student learning motivation in Fiqh subjects in class IX MTs Al-Iqna, Cisaga District, Ciamis Regency. This research method is quantitative research, in data collection techniques using a questionnaire for data collection. The results of the study, the students' learning discipline in class IX MTs Al-Iqna Cisaga was classified as moderate, because the average obtained was 65.83. This figure if classified into the research scale is classified as moderate, because it is in the range of r scores 62.22 - 69.42. And student learning motivation in the class IX fiqh subject is classified as moderate, because the average obtained is 64.37. This figure if classified into the research scale is classified as moderate, because it is in the range of scores of 61.78 - 66.92. Thus there is a relationship between learning discipline and student learning motivation in class IX Fiqh subjects, because based on the results of comparing t count with t table, the value of the Coefficient table (a) is obtained by the value of t count is 3,965, while t table is 2,048 When compared to t count> t table (3,965> 2,048), then Ho is rejected. Thus, it can be concluded that there is a significant influence between learning discipline on student learning motivation in class IX fiqh subjects. This is 36.0% change in learning motivation variable explained by changes in learning discipline variables. This means that there are still other factors as large as 64.0% that influence it.

scholarly journals Pengaruh Lingkungan Belajar, Motivasi Belajar dan Kemandirian Belajar terhadap Hasil Belajar Matematika Siswa Kelas XI IPA SMAN 9 Pangkep

2020 ◽  
Vol 2 (2) ◽  
pp. 102
Author(s):  
Siti Nur Humairah Halim ◽  
Rahma Rahma
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Significant Influence ◽  
Mathematics Learning ◽  
Learning Motivation ◽  
Independent Learning ◽  
Coefficient Of Determination ◽  
Ex Post ◽  
Ex Post Facto ◽  
Motivation And Learning

This study aims to study the influence of learning environment, learning motivation and learning independence of the learning outcomes of students of class XI IPA SMAN 9 Pangkep. This type of research is ex-post facto research. The sample in this study was class XI IPA 1 and XI IPA 2 with a total of 69 students. The results showed that the partial way is positive and significant influence of learning environment on the learning outcomes about 14%, positive and significant influence learning motivation towards the mathematics learning outcomes about 34% and learning independence had a positive effect and significant to the learning outcomes about 32%. Meanwhile, learning environment, learning motivation and learning independence had positive and significant impacts together on the mathematics learning outcomes of students of class XI IPA of SMAN 9 Pangkep with a coefficient of determination R2 = 0.50 that supports environmental learning, motivation learning and independent learning supports 50% of the learning outcomes of students of class XI IPA at SMAN 9 Pangkep.AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh lingkungan belajar, motivasi belajar dan kemandirian belajar terhadap hasil belajar matematika siswa kelas XI IPA SMAN 9 Pangkep. Jenis penelitian ini adalah penelitian ex-post facto. Sampel dalam penelitian ini adalah kelas XI IPA 1 dan XI IPA 2 dengan jumlah total 69 siswa. Hasil penelitian menunjukkan bahwa secara parsial lingkungan belajar berpengaruh positif dan signifikan terhadap hasil belajar matematika sebesar 14%, motivasi belajar berpengaruh positif dan signifikan terhadap hasil belajar matematika sebesar 34% dan kemandirian belajar berpengaruh positif dan signifikan terhadap hasil belajar sebesar 32%. Sedangkan secara simultan lingkungan belajar, motivasi belajar dan kemandirian belajar berpengaruh positif dan signifikan secara bersama-sama terhadap hasil belajar matematika siswa kelas XI IPA SMAN 9 Pangkep dengan koefisien determinasi R2 = 0,50 yang berarti lingkungan belajar, motivasi belajar dan kemandirian belajar memberi pengaruh sebesar 50% terhadap hasil belajar matematika siswa kelas XI IPA SMAN 9 Pangkep. 

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