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All Journal Soedirman Economics Education Journal Indonesian Journal of Education and Mathematical Science Variabel Jurnal Pendidikan Terapan
Desy Suyono
Universitas Negeri Manado, Manado
Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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The Impact of Family Environment and Learning Independence on Learning Outcomes Through Learning Motivation Palangda, Listriyanti; Suyono, Desy
Indonesian Journal of Education and Mathematical Science Vol 6, No 2 (2025)
Publisher : Universitas Muhammadiyah Sumatera Utara (UMSU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/ijems.v6i2.24227

Abstract

This study aims to analyze the impact of family environment and learning independence on student learning outcomes through learning motivation at SMKN 1 Tombariri using path analysis. A quantitative approach was used in this study with a survey method to collect data from 66 students through a questionnaire consisting of family environment variables, learning independence, learning motivation, and learning outcomes. Data were analyzed using path analysis techniques to identify direct and indirect relationships between the variables studied. The results showed that the family environment had a significant effect on student learning outcomes through learning motivation. Parental support in the form of attention, the formation of good learning habits, and the provision of learning facilities at home increased student motivation which ultimately had an impact on achieving better learning outcomes. In addition, learning independence also had a significant effect on student learning outcomes through learning motivation. Students who have the ability to learn independently, manage time, and develop learning strategies, show higher motivation, which leads to more optimal learning outcomes. Overall, path analysis shows that the family environment, learning independence, and learning motivation are interrelated and have a direct and indirect effect on student learning outcomes. This finding confirms the importance of synergy between these factors in improving student learning outcomes at SMKN 1 Tombariri.
The Effect of Student Self-Efficacy and Learning Motivation on Student Learning Independence at SMA Negeri 7 Manado Suyono, Desy
Soedirman Economics Education Journal Vol 7 No 1 (2025)
Publisher : Fakultas Ekonomi dan Bisnis, Universitas Jenderal Soedirman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32424/seej.v7i1.15407

Abstract

This research aims to 1) determine the impact of self-efficacy on learning independence, 2) determine the impact of learning motivation on learning independence, and 3) determine the impact of self-efficacy and learning motivation on learning independence. This research applies a quantitative research approach through research methods ex post facto. The population in this study was all class XI students at SMA Negeri 7 Manado for the 2024/2025 academic year, totaling 106 students. The sampling method applied is proportional random sampling. The data analysis techniques used by researchers are classical assumption tests such as normality tests, multicollinearity tests, and heteroscedasticity tests, as well as hypothesis tests such as multiple linear regression, t-test, F-test, and coefficient of determination. The results of this research are 1) Self-efficacy has a positive and significant impact on learning independence, 2) Learning motivation has a positive and significant impact on learning independence, and 3) Self-efficacy and learning motivation together have a significant impact on learning independence. The results of the coefficient of determination test show that self-efficacy and learning motivation contribute 59.3% to learning independence, while another 40.7% is explained by other variables not examined in this research.
The Problems of IPAS Learning in the Merdeka Curriculum Listriyanti Palangda; Desy Suyono; Niny Makaliwe
Variabel Vol 8, No 2 (2025): OCTOBER 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/var.v8i2.7976

Abstract

This study aims to analyse teacher readiness and competency in implementing the Independent Curriculum in Natural and Social Sciences (IPAS) learning at SMA Negeri 2 Tondano. This study used a descriptive qualitative approach. Data collection was conducted through in-depth interviews with seven informants: the principal, the vice principal for curriculum, two IPAS teachers, and three 10th-grade students. Data analysis techniques used included data reduction, data presentation, and conclusion drawing to identify patterns, themes, and meanings emerging from the field data. The research focused on teachers' understanding of the Independent Curriculum concept, their ability to design project-based learning and assessment, and the use of technology in the learning process. The results indicated that the readiness and competency of IPAS teachers were still in the early adaptation stage. Teachers had attempted to implement the principles of the Independent Curriculum, but still face challenges in analysing Learning Outcomes (CP), formulating Learning Objectives (TP), developing Learning Objective Flows (ATP), and developing contextual teaching modules. Other obstacles included limited digital literacy, inadequate supporting facilities, and low ability to implement project-based learning. Institutional support from schools existed, but it was not optimal due to limited time, resources, and technical assistance from external parties. Therefore, continuous teacher competency strengthening through practice-based training, increased educational technology literacy, and collaboration between teachers are needed to realise integrative science and science learning in accordance with the spirit of Freedom to Learn.
Effects of an OBE-Based Semester Learning Plan on Student Competencies and Learning Outcomes: A Quasi Experimental Study in an Learning Strategies Course Listriyanti Palangda; Desy Suyono; Ardiansyah Ardiansyah
Jurnal Pendidikan Terapan Vol 4, No 4 September (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i4.1597

Abstract

This study investigated the effectiveness of implementing an Outcome-Based Education (OBE)-based Semester Learning Plan (RPS) compared to a conventional RPS on student learning process indicators, competencies, and learning outcomes in the Learning Strategies course. Utilizing a quantitative quasi-experimental pre-test–post-test control group design, the study involved a total of N=60 undergraduate students in the Department of Economics Education, divided equally into an experimental group (n=30) and a control group (n=30) taught by the same lecturer over a 16-week intervention. Data were collected using validated cognitive achievement tests (0–100 scale), multi-item 5-point Likert questionnaires, and structured observation rubrics. Scores for participation, competency development, and authentic assessment were quantified as standardized percentages representing the ratio of achieved raw scores to maximum possible scores. To control for baseline differences, Analysis of Covariance (ANCOVA) was performed. The results revealed that the experimental group achieved significantly higher adjusted post-test learning outcomes compared to the control group (F(1,57)=128.45,p<0.001,η_p^2=0.691). Furthermore, independent samples t-tests indicated statistically significant superiority in the experimental group across student participation (X ̅=95.83% vs. 67.24%, t(58)=-23.15,p<0.001,d=5.98), competency development (X ̅=93.20% vs. 71.90%, t(58)=-15.82,p<0.001,d=4.09), and authentic assessment (X ̅=88.90% vs. 61.15%, t(58)=-17.31,p<0.001,d=4.47). While the findings indicate that structured OBE-based instructional planning is associated with improved student engagement and skill mastery within the evaluated course, generalizability is limited by the sample size and quasi-experimental design.
Co-Authors Ardiansyah Listriyanti Palangda Niny Makaliwe