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

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Penerapan Model Pembelajaran Group Investigation (GI) berbantuan Media Kahoot untuk Meningkatkan Aktivitas dan Hasil Belajar Akuntansi Meylin Amanda Simalango; Rini Herliani; Andri Zainal; Ramdhansyah; Haryani Pratiwi Sitompul
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.v11i1.4096

Abstract

This study was motivated by the low level of students’ learning activities and accounting learning outcomes, which were influenced by the dominance of teacher-centered learning, resulting in limited student engagement during the learning process. This study aimed to improve students’ learning activities and accounting learning outcomes through the implementation of the Group Investigation (GI) learning model assisted by Kahoot. The research was conducted at SMKS PAB 2 Helvetia in the second semester of the 2025/2026 academic year, involving 17 students of class XI AKL. This study employed Classroom Action Research carried out in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through observation of learning activities and learning outcome tests. The results showed that the percentage of active students increased from 41.17% in the first cycle to 82.35% in the second cycle. In addition, students’ learning outcomes also improved, as indicated by the increase in learning mastery from 29.41% in the pre-test to 76.47% in the first post-test, and reaching 100% in the second post-test. Therefore, the implementation of the Group Investigation learning model assisted by Kahoot was proven to be effective in improving students’ learning activities and accounting learning outcomes.
PENGARUH METAKOGNISI DAN SELF-REGULATION TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA AKUNTANSI SMKS PAB 2 HELVETIA Eva Lovita Pricilia Aritonang; Ulfa Nurhayani; Dede Ruslan; Pasca Dwi Putra; Haryani Pratiwi Sitompul
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.v11i4.3407

Abstract

Objective: This study examines the partial and simultaneous effect of metacognition and self-regulation on the critical thinking ability of accounting students at SMKS PAB 2 Helvetia in learning merchandise inventory cards. Methods: A quantitative ex post facto design was used with a total sample of 41 accounting students. Critical thinking (Y) was measured with a Higher Order Thinking Skills (HOTS) essay test, while metacognition (X1) and self-regulation (X2) were measured with Likert-scale questionnaires transformed into interval data (MSI). Data were analyzed using multiple linear regression in SPSS 27 after classical assumption testing. Results: The regression equation was Y = 10.924 + 1.140X1 + 1.228X2. Metacognition (t = 2.917; sig = 0.006) and self-regulation (t = 3.718; sig = 0.001) each had a significant partial effect, and both had a significant simultaneous effect (F = 40.550; sig = 0.000), with an Adjusted R Square of 0.664 (66.4%). Novelty: Unlike prior studies that rely on self-perception questionnaires, this study measures critical thinking directly and performatively through a HOTS essay test, providing more objective evidence of how metacognition and self-regulation jointly shape critical thinking in vocational accounting education.
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 Dede Ruslan Eva Lovita Pricilia Aritonang Latifah Azzahra Nasir Meylin Amanda Simalango Pasca Dwi Putra Ramdhansyah Rini Herliani Roza Thohiri Tuti Sriwedari Ulfa Nurhayani