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All Journal Jurnal Pendidikan Indonesia Journal of Educational Sciences
Caska, Caska
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Analysis of Factors Affecting Student Learning Achievement of Social Sciences Subjects in Muhammadiyah Middle School Rokan Hulu Regency Efriza, Reni; Caska, Caska; Makhdalena, Makhdalena
Journal of Educational Sciences Vol. 4 No. 3 (2020): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.3.p.529-540

Abstract

The Social Sciences subject examination score in Muhammadiyah Rambah Middle School is still below the average. This phenomenon is inseparable from the low student achievement. This study aims to analyze the factors that influence student learning achievement. This type of research was quantitative research. The population in this study was VII grade students of SMP Muhammadiyah Rambah which was conducted in the even semester of the 2018/2019 school year. The sample was carried out using proportional random sampling technique with 76 respondents. Data collection using a questionnaire with a Likert scale and then the data were analyzed by path analysis. The results of the analysis show that learning discipline has an indirect effect on learning achievement through learning motivation of 0.0897, with a total influence is 0.351 with an effective contribution of 12.29%. The family environment has an indirect effect on learning achievement through learning motivation of 0.1054, with a total influence of 0.354 with an effective contribution of 12.56%. This shows that learning achievement can be improved if the quality of learning discipline, family environment and student motivation are improved.
Determining Factors for Readiness to Become Teachers in Economic Education Students Dewi, Eka Rahmiana; Indrawati, Henny; Caska, Caska
Jurnal Pendidikan Indonesia Vol 14 No 3 (2025): September
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v14i3.99067

Abstract

The readiness of students to assume the role of educators remains an issue, as not all prospective teachers receive adequate support from their environment and practical experiences. This condition creates a gap between the demands of teacher professionalism and the actual preparedness of students pursuing a teaching career. The primary aim of this study is to critically analyze the factors influencing students’ readiness to become educators and to evaluate the mediating role of self-efficacy in these relationships. This research employed a quantitative approach with a survey design. The research subjects consisted of 93 economics education students who had completed teaching practice, selected using a simple random sampling technique. Data were collected using a Likert-scale questionnaire constructed from indicators of family environment, field teaching practice, professional teacher perception, self-efficacy, and teacher readiness. The instrument was tested for validity and reliability prior to data collection. Data were analyzed using Structural Equation Modeling based on Partial Least Squares (SEM-PLS). The results revealed that the family environment, field teaching practice, professional teacher perception, and self-efficacy significantly and positively influence students’ readiness to become educators. These findings confirm that the synergy between internal and external factors is essential in shaping professional teacher readiness. In conclusion, teacher readiness is formed through the integration of family support, practical experiences, positive perceptions, and students’ self-efficacy.
Co-Authors Dewi, Eka Rahmiana Efriza, Reni Henny Indrawati Makhdalena Makhdalena, Makhdalena