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Dina Amaluis

Universitas PGRI Sumatera Barat

Author-ID : 225514

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ANALYSIS OF INCOME INEQUALITY (GINI RATIO) AND ITS IMPACT ON THE HUMAN DEVELOPMENT INDEX (HDI) IN WEST SUMATRA PROVINCE Amaluis, Dina; Ronald, Jimi; Amelia, Mona; Stevani, Stevani; Syamra, Yesmira; Eprillison, Vivina
JURNAL ECONOMICA : Research of Economic And Economic Education Vol 11, No 2 (2023): Economica: Journal Of Economic And Economic Education
Publisher : Economic Education Faculty of Economics and Business Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/economica.2024.v12.i2.8321

This study aims to see or find out 1) the phenomenon of income inequality during 5 years of observation in the Districts / Cities of West Sumatra Province, 2) Human Development Index in Districts / Cities of West Sumatra Province, 3) The Impact of Income Inequality on the Human Development Index in Districts / Cities of West Sumatra Province, The type of research used is associative research. This research was conducted using the object of research in districts / cities in West Sumatra province consisting of 19 districts / cities in Sumatra Bara province. Research data used during the period 2017-2021 with 90 samples. The results showed that: 1) Income Inequality has a negative and significant impact on the Human Development Index in the Districts / Municipalities of West Sumatra Province.

ANALYSIS OF INCOME INEQUALITY (GINI RATIO) AND ITS IMPACT ON THE HUMAN DEVELOPMENT INDEX (HDI) IN WEST SUMATRA PROVINCE Amaluis, Dina; Ronald, Jimi; Amelia, Mona; Stevani, Stevani; Syamra, Yesmira; Eprillison, Vivina
JURNAL ECONOMICA : Research of Economic And Economic Education Vol 12, No 2 (2024): Economica: Journal Of Economic And Economic Education
Publisher : Economic Education Faculty of Economics and Business Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/economica.2024.v12.i2.8225

CTL AND BLENDED LEARNING MODELS IN IMPROVING LEARNING OUTCOMES Ronald, Jimi; Amelia, Mona; Eprillison, Vivina; Stevani, Stevani; Amaluis, Dina; Pratama, Indra Mulia; Selvia, Nisha
JURNAL ECONOMICA : Research of Economic And Economic Education Vol 12, No 1 (2023): Economica: Journal Of Economic And Economic Education
Publisher : Economic Education Faculty of Economics and Business Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/economica.2023.v12.i1.7582

Contextual Teaching And Learning (CTL) and Blended Learning models are learning models that both improve student learning outcomes. The purpose of this study was to analyze the effect of the Contextual Teaching And Learning (CTL) Learning Model on the learning outcomes of students in Class 2022 A of the Economic Education Study Program, Faculty of Economics and Business, Universitas PGRI Sumatera Barat, to analyze the effect of the Blended Learning Model on the learning outcomes of students in Class 2022 B of the Economic Education Study Program, Faculty of Economics and Business, Universitas PGRI Sumatera Barat, and to see the difference in the effect of the Contextual Teaching And Learning (CTL) Learning Model with the Blended Learning Model on the learning outcomes of students in Class 2022 of the Economic Education Study Program, Faculty of Economics and Business, Universitas PGRI Sumatera Barat. The method in this study uses the Quasy Experiment method, with the population being 108 batch students with the sample being batch 2022 A and 2022 B with a total of 50 people. The hypothesis test used is using factorial analysis which is modified by a different test. From the results of the study obtained the results that: there is an effect of the Contextual Teaching And Learning Model (CTL) on the learning outcomes of students in Class 2022 A of the Economic Education Study Program, Faculty of Economics and Business, Universitas PGRI West Sumatra, there is an effect of the Blended Learning Model on the learning outcomes of students in Class 2022 B of the Economic Education Study Program, Faculty of Economics and Business, Universitas PGRI West Sumatra, and there is a difference in the effect of the Contextual Teaching And Learning Model (CTL) with the Blended Learning Model on the learning outcomes of students in Class 2022 of the Economic Education Study Program, Faculty of Economics and Business, Universitas PGRI Sumatera Barat.

Bahasa Inggris Nengsih, Nelda Novia; Fifi Yasmi; Dina Amaluis
Journal of Practice Learning and Educational Development Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i4.776

This study aims to determine 1) the effect of learning habits on students' interest in learning, 2) the effect of learning discipline on students' interest in learning, 3) the effect of students' perceptions of teachers' teaching methods on students' interest in learning, 4) the effect of parental attention on students' interest in learning, 5) the effect of learning habits on academic achievement, 6) the effect of learning discipline on academic achievement, 7) the effect of students' perceptions of teachers' teaching methods on academic achievement, 8) the effect of parental attention on academic achievement, and 9) the effect of learning interest on academic achievement. The research was conducted in July 2025. This research is associative in nature. The population in this study consists of 104 eleventh-grade students at SMA Negeri 5 Padang, with a sample selected using proportional random sampling. The data analysis techniques used were descriptive analysis and path analysis, with the assistance of Eviews 13 and SPSS version 22.0. The research results showed that: 1) study habits did not significantly influence students' interest in learning, with a path coefficient value of -0.053 and a calculated t-value of 0.865 ≤ t-table 1.660, 2) Learning discipline significantly influences students' learning interest with a path coefficient of 0.399 and a calculated t-value of 5.277 ≥ t-table 1.660, 3) Students' perceptions of teachers' teaching methods influence students' learning interest with a path coefficient of 0.195 and a calculated t-value of 2.276 ≥ t-table 1.660, 4) There is an effect of parental attention on students' learning interest with a path coefficient value of 0.386 and a t-value of 5.007 ≥ t-table 1.660, 5) There is an effect of learning habits on learning achievement with a path coefficient value of 0.210 and a t-value of 2.626 ≥ t-table 1.660, 6) There is an influence of learning discipline on academic achievement with a path coefficient value of -0.013 and a t-value of -2.826 ≥ t-table 1.660, 7) There is an influence of students' perceptions of teachers' teaching methods on academic achievement with a path coefficient value of 0.408. This coefficient value is significant because the t-value is 3. 587 ≥ t table 1.660, 8) There is an effect of parental attention on academic achievement with a path coefficient value of 0.371. This coefficient value is significant because the t-value is 3.322 ≥ t table 1.660, 9) There is an effect of learning interest on academic achievement with a path coefficient value of -0.823. This coefficient value has a negative and significant effect because the t-calculated value is -6.326 ≥ t-table 1.660.

THE EFFECT OF STUDY DISCIPLINE, STUDY HABITS, STUDY FACILITIES, LEARNING STYLES, AND PARENTAL ROLE ON LEARNING ACHIEVEMENT IN ECONOMICS CLASS XI PHASE F AT SMAN 2 LUBUK SIKAPING Mulyadi, Jefri; Vivina Eprillison; Dina Amaluis
Journal of Practice Learning and Educational Development Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i4.788

This study aims to analyze 1) the effect of learning discipline on academic achievement, 2) the effect of learning habits on academic achievement, 3) learning facilities on academic achievement, 4) the effect of learning style on academic achievement, 5) the effect of parental role on academic achievement, (6) the combined influence of study discipline, study habits, learning facilities, learning style, and parental role on the academic achievement of Grade XI Fase F students at SMAN 2 Lubuk Sikaping. This study is a descriptive and associative research. The population in this study was grade XI students, namely XI F 1, XI F 2, and XI F 3 in the 2024/2025 academic year, totaling 101 students. Sampling was conducted using the proportionate random sampling technique. The research was conducted in August. The instruments used for the research were closed-ended questionnaires, with the use of Multiple Linear Regression Analysis and hypothesis testing using t-tests and F-tests. The results of the research indicate that: First, there is a significant influence between study discipline and academic achievement, with a coefficient value of -0.210, a t-value of -4.913 < t-table value of 1.992; Second, there is a significant influence between study habits and academic achievement with a coefficient value of 0.208, a t-value of 5.393 > t-table of 1.992; Third, there is a significant influence between learning facilities and academic achievement with a coefficient value of 0.386, a t-value of 7.929 > t-table of 1.992; Fourth, there is a significant influence between learning style and academic achievement with a coefficient value of -0.189 and a t-value of -4.157 < t-table of 1.992; Fifth, there is a significant influence between parental role and student learning achievement with a coefficient value of -0.104 and a t-value of -5.095 > t-table value of 1.992; Sixth, there is a significant influence of learning discipline, learning habits, learning facilities, learning style, and parental role together on student academic achievement with Fcount28.759 > Ftable 2.34.

THE EFFECT OF LEARNING HABITS, LEARNING DISCIPLINE, PARENTAL ATTENTION, AND FAMILY ENVIRONMENT ON THE LEARNING ACHIEVEMENT OF 10TH GRADE STUDENTS THROUGH LEARNING MOTIVATION AS AN INTERVENING VARIABLE INTERVENING VARIABLE IN THE SUBJECT OF ECONOMICS AT SM Hidayat, Deny; Vivina Eprillison; Dina Amaluis
Journal of Practice Learning and Educational Development Vol. 5 No. 4 (2025): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v5i4.790

This study aims to analyze: 1) the effect of study habits on learning motivation, 2) the effect of study discipline on learning motivation, 3) the effect of parental attention on learning motivation, 4) the effect of family environment on learning motivation, 5) the influence of learning habits on learning achievement, 6) the influence of learning discipline on learning achievement, 7) the influence of parental attention on learning achievement, 8) the influence of family environment on learning achievement, 9) the influence of learning motivation on learning achievement. This research is associative in nature. The population in this study was 332 students in phase E at SMA Negeri 1 Sitiung in the 2024/2025 academic year. The sample consisted of 149 people using proportional random sampling. The research instrument used in this study is a closed-ended questionnaire, with path analysis and hypothesis testing using the t-test. The results of this study indicate that: 1) there is an influence of study habits on learning motivation, as shown by a path coefficient of 0.182 with a t-value of 3.164 > t-table 1.65514, 2) there is no influence of study discipline on learning motivation, as indicated by a path coefficient of 0.171 with a t-value of 1.576 < t-table 1.65514, 3) there is an influence of parental attention on learning motivation, as indicated by a path coefficient of 0.233 with a t-value of 2. 754 > t-table 1.65514, 4) There is an effect of family environment on learning motivation, as indicated by a path coefficient of 0.367 with a t-value of 3.126 > t-table 1.65514, 5) There is a negative effect of learning habits on academic achievement, as indicated by a path coefficient of -0.470 with a t-value of -4.836 < t-table 1.65514, 6) there is no influence of learning discipline on academic achievement, as indicated by a path coefficient of -0.252 with a t-value of -1.404 < t-table 1.65514, 7) There is an influence of parental attention on academic achievement, as indicated by a path coefficient of 0.533 with a t-value of 3.885 > t-table 1.65514, 8) There is an influence of family environment on academic achievement, as indicated by a path coefficient of 0.724 with a t-value of 3.640 > t-table 1.65514, 9) There is a negative influence of learning motivation on academic achievement, as indicated by a path coefficient of -0.661 with a t-value of -4.845 < t-table 1.65514.

Pengaruh Trend Glow Up, Konten Marketing, Influencer Endorser, Media Sosial Dan Live Streaming Terhadap Keputusan Pembelian Produk Kosmetik Wardah Di Tiktok Shop Noviani; Amaluis, Dina; Eprillison, Vivina
Journal of Classroom Action Research Vol. 7 No. 4 (2025): November
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v7i4.12558

Penelitian ini bertujuan untuk menjelaskan pengaruh Trend Glow Up, Konten Marketing, Influencer Endorser, Media Sosial dan Live Streaming terhadap keputusan pembelian produk kosmetik wardah di tiktok shop. Dengan jumlah data 6 X 20 = 120. Penelitian ini menggunakan pendekatan dengan jenis penelitian asosiatif, yang bertujuan untuk mengetahui hubungan dan pengaruh antara variabel independen dan variabel dependen. Teknik analisis data yang digunakan adalah data primer dengan menggunakan aplikasi SPSS 21.0 dan Eviews 13.0 Hasil penelitian ini memperlihatkan bahwa : Pertama, trend glow up berpengaruh positif dan signifikan terhadap keputusan pembelian konsumen di Tiktok Shop. Hal ini terlihat dari koefisiennya yakni 0,247 dengan nilai thitung sebesar 4.933, sedangkan nilai signifikansi 0,000 < α = 0,05, berarti H1 diterima dan H₀ ditolak. Kedua, konten marketing berpengaruh positif dan signifikan terhadap keputusan pembelian konsumen di Tiktok Shop. Hal ini terlihat dari koefisiennya yakni 0,407 dengan nilai thitung sebesar 4,933 sedangkan nilai signifikansi 0,000 < α = 0,05, berarti H1 diterima dan H₀ ditolak. Ketiga, influencer endorser berpengaruh positif dan signifikan terhadap keputusan pembelian konsumen di Tiktok Shop. Hal ini terlihat dari koefisiennya yakni 0,205 dengan nilai thitung sebesar 2,411, sedangkan nilai signifikansi 0,018 < α = 0,05, berarti Hₐ diterima dan H₀ ditolak. Keempat, media sosial berpengaruh positif dan signifikan terhadap keputusan pembelian konsumen di Tiktok Shop. Hal ini terlihat dari koefisiennya yakni 0,317 dengan nilai thitung sebesar 10,246, sedangkan nilai signifikansi 0,000 < α = 0,05, berarti Hₐ diterima dan H₀ ditolak. Kelima, live streaming berpengaruh positif dan signifikan terhadap keputusan pembelian konsumen di Tiktok Shop. Hal ini terlihat dari koefisiennya yakni 0,043 dengan nilai thitung sebesar 2,363, sedangkan nilai signifikansi 0,020 < α = 0,05, berarti Hₐ diterima dan H₀ ditolak. Keenam, secara simultan trend glow up, konten marketing, influencer endorser, media sosial, dan live streaming secara bersama-sama berpengaruh terhadap keputusan pembelian. Hal ini terlihat dari F hitung 137,598 dan nilai signifikansi 0,000 < α = 0,05. Hal ini berarti H₀ ditolak dan Hₐ diterima.

PENGARUH KEPERCAYAAN DIRI, KECERDASAN EMOSIONAL, LINGKUNGAN KELUARGA, DAN LINGKUNGAN SEKOLAH TERHADAP PRESTASI BELAJAR SISWA MELALUI DISIPLIN BELAJAR SEBAGAI VARIABEL INTERVENING KELAS XI/FASE F PADA MATA PELAJARAN EKONOMI DI SMA NEGERI 5 PADANG Antika Desparni; Desi Areva; Dina Amaluis
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.806

This study aims to determine the influence of self-confidence, emotional intelligence, family environment, and school environment on students’ academic achievement through learning discipline as an intervening variable in Grade XI/Phase F Economics subject at SMA Negeri 5 Padang. This type of research is associative. The population in this study consisted of 79 Grade XI/Phase F students in the Economics subject at SMA Negeri 5 Padang. The sampling technique used was stratified random sampling. The results of this study show that:1) There is a significant influence of self-confidence on learning discipline, indicated by a path coefficient value of 0.226. This coefficient is significant because the t-count value of 2.417 > t-table 1.66437 with a significance value of 0.018 < α = 0.05. This means H0 is rejected and Ha is accepted. 2) There is a significant influence of emotional intelligence on learning discipline, indicated by a path coefficient value of 0.278. This coefficient is significant because the t-count value of 2.975 > t-table 1.66437 with a significance value of 0.004 < α = 0.05. This means H0 is rejected and Ha is accepted. 3) There is a significant influence of the family environment on learning discipline, indicated by a path coefficient value of 0.414. This coefficient is significant because the t-count value of 4.414 > t-table 1.66437 with a significance value of 0.000 < α = 0.05. This means H0 is rejected and Ha is accepted. 4) There is a significant influence of the school environment on learning discipline, indicated by a path coefficient value of 0.278. This coefficient is significant because the t-count value of 2.968 > t-table 1.66437 with a significance value of 0.004 < α = 0.05. This means H0 is rejected and Ha is accepted. 5) There is a significant influence of learning discipline on academic achievement, indicated by a path coefficient value of 0.322. This coefficient is significant because the t-count value of 11.429 > t-table 1.66437 with a significance value of 0.000 < α = 0.05. This means H0 is rejected and Ha is accepted. 6) There is a significant influence of self-confidence on academic achievement, indicated by a path coefficient value of 0.370. This coefficient is significant because the t-count value of 15.741 > t-table 1.66437 with a significance value of 0.000 < α = 0.05. This means H0 is rejected and Ha is accepted. 7) There is a significant influence of emotional intelligence on academic achievement, indicated by a path coefficient value of 0.381. This coefficient is significant because the t-count value of 15.943 > t-table 1.66437 with a significance value of 0.000 < α = 0.05. This means H0 is rejected and Ha is accepted. 8) There is a significant influence of the family environment on academic achievement, indicated by a path coefficient value of 0.410. This coefficient is significant because the t-count value of 16.077 > t-table 1.66437 with a significance value of 0.000 < α = 0.05. This means H0 is rejected and Ha is accepted. 9) There is a significant influence of the school environment on academic achievement, indicated by a path coefficient value of 0.396. This coefficient is significant because the t-count value of 16.501 > t-table 1.66437 with a significance value of 0.000 < α = 0.05. This means H0 is rejected and Ha is accepted.

pengaruh kecerdasan emosional,lingkungan sekolah,media pembelajaran,dan lingkungan keluarga terhadap hasil belajar melalui variabel disiplin belajar siswa kelas X fase E pada mata pelajaran ekonomi di sman 13 padang Afdhalita Nurhasana; Lovelly Dwinda Dahen; Dina Amaluis
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.820

This study aims to determine: the influence of emotional intelligence, school environment, learning media, family environment and learning discipline on the learning outcomes of class X students in Phase E Economics Subjects at SMA N 13 Padang. This type of research is associative. The population in this study were class X students in Economics Subjects at SMAN 13 Padang. The sampling technique used the Proportional Random Sampling technique. Based on learning outcomes. The results of this study indicate the influence of emotional intelligence on discipline with a significant value of 0.886> t count 144, school environment on discipline with a significant value of 0.019> t count 2.384, learning media on learning discipline with a significant value of 0.024> t count 2.299, family environment on learning discipline with a significant value of 0.011> t count 2.576, emotional intelligence on learning outcomes with a significant value of 0.001> t count 3.994, school environment on learning outcomes with a significant value of 0.000> t-count 3.994, learning media on learning outcomes with a significant value of 0.234> t-count 1.198, family environment on learning outcomes with a significant value of 0.000> t-count 10.091, learning discipline on learning outcomes 0.214> t-count 1.251.

THE EFFECT OF THE INDEPENDENT LEARNING CURRICULUM, SELF-EFFICACY, STUDENTS LEARNING STYLES, PEERS, AND LEARNING FACILITIES ON STUDENTS LEARNING ACHIEVEMENT IN ECONOMICS SUBJECT IN GRADE XI PHASE F AT SMA N 2 LUBUK SIKAPING Riyan Derusman; Jimi Ronald; Dina Amaluis
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.823

This study aims to analyze: 1) The effect of the Merdeka Belajar Curriculum on learning achievement, 2) The effect of self-efficacy on learning achievement, 3) The effect of students' learning styles on learning achievement, 4) The effect of learning peers on learning achievement, 5) The effect of learning facilities on learning achievement. The type of research used in this study is associative/quantitative research. The research was conducted in July 2025. The population in this study was all 11th grade students in economics at SMAN 2 Lubuk Sikaping. The sample in this study consisted of 80 people. The sampling technique used was random sampling, and the data analysis techniques used were descriptive analysis and inductive analysis, with the help of Eviews and SPSS version 21.0. The results of the study indicate that there is a significant influence between the Merdeka Belajar Curriculum and academic achievement. This can be seen from the calculated t-value of -3.640 < the table t-value of 1.992, while the significance value is 0.000 < 0.005, meaning that the Merdeka Belajar Curriculum has a significant influence on students' academic achievement. X2 shows that the calculated t-value is 2.064 > the table t-value of 1.992, while the significance value is 0.0043 > 0.005, meaning that self-efficacy has a significant effect on academic achievement. The research results show a significant influence between X3 learning style and academic achievement, as seen in the calculated t-value of 2.074 > t-table value of 1.992, while the significance value is 0.0042 > 0.005, meaning that learning style has a significant influence on academic achievement. Based on the research results, there is a significant influence between learning style and academic achievement of students in class XI F at SMAN 2 Lubuk Sikaping. This can be seen from the calculated t-value of -7.132 < t-table value of 1.992, while the significance level is 0.001 < 0.005, meaning that X4 peer influence significantly affects academic achievement. There is a significant influence between X5 learning facilities and the academic achievement of students in class XI F at SMAN 2 Lubuk Sikaping. This can be seen from the calculated t-value of 3.611 < t-table value of 1.992, while the significance value is 0.00 < 0.005, meaning that learning facilities significantly influence academic achievement.

Co-Authors 3Mareta Kemala Sari Afdhalita Nurhasana Alfatthory Rheza Syahrul Ansofino Ansofino Antika Desparni Defriko Gusma Putra Deny Hidayat Desi Areva Dewi Rahmi Dewi, Indah Puspita Ega Sri Dini Elisa, Nofria Elsa Eria Emmilia Restiansyah Femilia, Bunga Fifi Yasmi Fitri Wahyuni gusfianti, mela HAYU YOLANDA UTAMI jimi ronald, jimi Lovelly Dwinda Dahen Lucy Oktaviani Maisarowati Maisarowati Marwah, Syafara Hajaratul Meydilla Resti mona amelia, mona Mulyadi, Jefri Nengsih, Nelda Novia Nora Susanti Noviani pratama, Indra Mulia putri meliza sari, putri meliza Riyan Derusman Rizky Natassia RIZKY NATASSIA Saputra, Syailendra Eka Selvia, Nisha Stevani Stevani Stevani Stevani, Stevani Syanti Syanti Vebby V Annora Vivina Eprillison Wiza Fitri Yeni Yesmira Syamra, Yesmira Yosi Eka Putri Yulia Nofita Yulihardi Yulna Dewita Hia Yulna MM S. Pd Dewita Hia Yundari, Yundari

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