Factors Affecting Students' Economics Learning Outcomes

Marmieti; Rika Verawati; Lovelly Dwinda Dahen

doi:10.58737/jpled.v6i2.858

Authors

Marmieti Universitas PGRI Sumatera Barat
Rika Verawati Universitas PGRI Sumatera Barat
Lovelly Dwinda Dahen Universitas PGRI Sumatera Barat

DOI:

https://doi.org/10.58737/jpled.v6i2.858

Keywords:

Learning Outcomes, Learning Independence, Learning Discipline, Parental Attention, Teacher's Teaching Style, School Environment

Abstract

This study aims to analyze the influence of learning independence, learning discipline, parental attention, teaching style, and school environment on students’ learning outcomes in Economics at SMA Negeri 1 Sipora. The research employed a quantitative approach with a descriptive-associative method. The population consisted of 114 tenth-grade students, with a sample of 89 students selected through stratified random sampling. Data were collected using a closed questionnaire and analyzed using multiple linear regression. The results showed that partially: learning independence had a significant effect on learning outcomes (β=0.056; t=2.228>1.988), learning discipline had a significant effect (β=0.119; t=2.275>1.988), parental attention had a significant effect (β=0.184; t=4.504>1.988), teaching style had a significant effect (β=0.104; t=3.061>1.988), and school environment also had a significant effect (β=0.073; t=2.799>1.988). Simultaneously, the five variables significantly influenced learning outcomes with F=23.473>2.48. These findings emphasize that student learning outcomes are determined not only by internal factors but also by external factors.

Downloads

Download data is not yet available.

References

D Ali, M., & Asrori, M. (2018). Psikologi Remaja: Perkembangan Peserta Didik. Jakarta: Bumi Aksara.

Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.

Handayani, H. (2021). Pengaruh disiplin belajar terhadap hasil belajar siswa. Jurnal Pendidikan, 9(2), 150–158. https://doi.org/10.33369/jp.v9i2.12345

Kusumawati, R., Nugroho, D., & Hidayat, A. (2017). Hubungan disiplin belajar dengan motivasi dan prestasi belajar siswa SMA. Jurnal Pendidikan Karakter, 7(3), 233–245. https://doi.org/10.21831/jpk.v7i3.16789

Mulyadi. (2007). Peran Orang Tua dalam Pendidikan Anak. Jakarta: PT Rineka Cipta.

Pratiwaluyo, T. (2021). Hasil belajar sebagai indikator perubahan perilaku siswa. Jurnal Ilmu Pendidikan, 5(3), 521–530. https://doi.org/10.21009/jip.v5i3.215

Saragih, S. (2017). Pengaruh kemandirian belajar terhadap hasil belajar matematika. Infinity Journal, 6(2), 123–132. https://doi.org/10.22460/infinity.v6i2.124

Sitinjak, L. (2018). Konsep hasil belajar dalam pendidikan. Jurnal Pendidikan Dasar, 3(2), 113–120. https://doi.org/10.24114/jpd.v3i2.9812

Slameto. (2013). Belajar dan Faktor-Faktor yang Mempengaruhinya. Jakarta: Rineka Cipta.

Sulastri, D. (2009). Perhatian orang tua dan dampaknya terhadap prestasi belajar siswa. Jurnal Ilmu Sosial dan Pendidikan, 6(1), 45–56. https://doi.org/10.21009/jisp.v6i1.204

Syahputra, E. (2017). Kemandirian belajar sebagai determinan hasil belajar siswa SMA. Jurnal Pendidikan, 18(3), 369–377. https://doi.org/10.21831/jp.v18i3.11245

Triasih, D. (2020). Pengaruh gaya mengajar guru terhadap motivasi belajar siswa. Jurnal Pendidikan dan Pengajaran, 53(1), 15–24. https://doi.org/10.23887/jpp.v53i1.21789

Tu’u, T. (2004). Peran Disiplin pada Perilaku dan Prestasi Siswa. Jakarta: Grasindo.

Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Lembaran Negara RI Tahun 2003, No. 78.

Walgito, B. (2002). Pengantar Psikologi Umum. Yogyakarta: Andi Offset.