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All Journal Jurnal Manajemen Pendidikan Continuous Education : Journal of Science and Research JURNAL MUARA PENDIDIKAN
Tuti Sriwedari
Universitas Negeri Medan, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Pengembangan Aplikasi Pembelajaran Akuntansi Keuangan Berbantuan Flutterflow dengan Integrasi Artificial Intelligence Fadil Muhammad; Roza Thohiri; Jufri Darma; Tuti Sriwedari; Choms Gary Ganda Tua Sibarani
Jurnal Muara Pendidikan Vol. 11 No. 1 (2026): Jurnal Muara Pendidikan, Vol 11 Issue 1, June 2026
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v11i1.4087

Abstract

This study aims to develop an Android-based learning application called AiC: Accounting in Companion integrated with Gemini AI to assist vocational students in understanding Financial Accounting. The research method used was Research and Development (R&D) with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. Research instruments included expert validation sheets, student response questionnaires, and learning outcome tests (pre-test and post-test). The research subjects consisted of 30 students from class XI AKL SMKN 7 Medan. The results showed a material feasibility level of 93% (Very Feasible) and a media feasibility level of 75% (Feasible). The practicality test by students obtained an average score of 91% (Very Practical). The effectiveness test using N-Gain analysis resulted in a score of 0.41, which falls into the Medium improvement category. The primary feature, AI-driven smart recommendations, successfully provided personalized guidance and automatic material navigation for students experiencing difficulties in quizzes. The conclusion of this study is that the AiC application is very feasible, practical, and effective as an innovative adaptive learning medium in the digital era.
PENGARUH STRES AKADEMIK DAN MOTIVASI BELAJAR TERHADAP KONSENTRASI BELAJAR DENGAN SELF-REGULATED LEARNING SEBAGAI VARIABEL MODERASI PADA SISWAKELAS XI AKL SMKN 1 MEDAN Tri Immanuel Sitinjak; Pasca Dwi Putra; Andri Zainal; Sondang Aida Silalahi; Tuti Sriwedari
Jurnal Manajemen Pendidikan Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i4.3177

Abstract

This study aims to examine the effects of academic stress and learning motivation on learning concentration, with self-regulated learning as a moderating variable, among eleventh-grade Accounting and Institutional Finance (AKL) students at SMK Negeri 1 Medan. Methods: A quantitative approach with an ex post facto design was employed. Data were collected through questionnaires distributed to 104 respondents selected from a population of 141 students using simple random sampling, with the sample size determined using the Slovin formula. The research instruments were tested for validity and reliability prior to use, and the data were analyzed using multiple linear regression and Moderated Regression Analysis (MRA) with the aid of SPSS. Results: Academic stress had no significant effect on learning concentration (Sig. = 0.280 > 0.05), whereas learning motivation had a positive and significant effect on learning concentration (Sig. = 0.000 < 0.05; β = 0.491). Self-regulated learning itself had a positive and significant direct effect on learning concentration (Sig. = 0.000 < 0.05; β = 0.515), but it did not significantly moderate the effect of either academic stress (Sig. = 0.410) or learning motivation (Sig. = 0.239) on learning concentration. Simultaneously, academic stress and learning motivation significantly affected learning concentration (F = 26.443; Sig. = 0.000), explaining 48.0% of its variance (Adjusted R²), which rose to 49.2% after the moderating variable was included.
Pengaruh Motivasi Belajar, Efikasi Diri, dan Dukungan Guru Terhadap Hasil Belajar Akuntansi Siswa Kelas X SMK Negeri 1 Medan dengan Gender Sebagai Variabel Moderating Latifah Azzahra Nasir; Tuti Sriwedari; Ulfa Nurhayani; Roza Thohiri; Haryani Pratiwi Sitompul
Continuous Education: Journal of Science and Research Vol. 7 No. 2 (2026)
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i2.3437

Abstract

Student learning outcomes in accounting are influenced by various internal and external factors, including learning motivation, self-efficacy, and teacher support. Preliminary observations at SMK Negeri 1 Medan indicated that the accounting learning outcomes of tenth-grade students had not fully achieved the school’s learning achievement standard. This study aimed to analyze the effects of learning motivation, self-efficacy, and teacher support on accounting learning outcomes and to examine the moderating role of gender in these relationships. This research employed a quantitative approach with an ex post facto design. The population consisted of 143 tenth-grade students of the Accounting and Financial Institution Program at SMK Negeri 1 Medan in the 2025/2026 academic year. A sample of 105 students was selected using proportionate stratified random sampling. Data were collected through questionnaires and documentation of students’ midterm examination scores. Questionnaire data were transformed using the Method of Successive Interval and analyzed using multiple linear regression and Moderated Regression Analysis with IBM SPSS version 26. The results showed that learning motivation, self-efficacy, and teacher support had positive and significant effects on accounting learning outcomes. Teacher support showed the strongest contribution among the three predictors. However, gender did not moderate the effects of learning motivation, self-efficacy, or teacher support on accounting learning outcomes. The study concludes that strengthening students’ motivation, self-efficacy, and teacher support is important for improving accounting learning outcomes, while gender does not significantly alter these relationships. The findings imply that accounting instruction should provide equitable motivational, instructional, and emotional support for male and female students.
Co-Authors Andri Zainal Choms Gary Ganda Tua Sibarani Fadil Muhammad Haryani Pratiwi Sitompul Jufri Darma Latifah Azzahra Nasir Pasca Dwi Putra Roza Thohiri Sondang Aida Silalahi Tri Immanuel Sitinjak Ulfa Nurhayani