Article Per Year (5 Year)
p-Index From 2021 - 2026
2.906
P-Index
This Author published in this journals
All Journal TINGKAP Pendidikan Ekonomi Jurnal Pendidikan : Riset dan Konseptual Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Jurnal Ipteks Terapan Jurnal Studi Guru dan Pembelajaran Jurnal Inovasi Pendidikan Ekonomi Journal of Classroom Action Research Warta Pengabdian Andalas: Jurnal Ilmiah Pengembangan Dan Penerapan Ipteks pendidikan, science, teknologi, dan ekonomi JPLED Jurnal Horizon Pendidikan RANGKIANG: Jurnal Pengabdian Pada Masyarakat
Desi Areva
Pendidikan Ekonomi, Universitas PGRI Sumatra Barat
Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Medicine & Pharmacology Public Health Social Sciences Other

Published : 36 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 36 Documents
Search

 1   2   3   4 
PENGARUH KESIAPAN BELAJAR, FASILITAS BELAJAR, KEPERCAYAAN DIRI DAN DUKUNGAN ORANGTUA TERHADAP PRESTASI BELAJAR SISWA KELAS VIII MATA PELAJARAN IPS TERPADU DAN DISIPLIN BELAJAR SEBAGAI VARIABEL INTERVENING DI SMPN 1 BONJOL maharani, dewi; Ronald, Jimi; Areva, Desi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.32240

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh kesiapan belajar, fasilitas belajar, dan dukungan orang tua terhadap disiplin belajar. Ini berupaya memahami dampak kesiapan belajar, fasilitas pembelajaran, kepercayaan diri, dukungan orang tua, dan disiplin belajar terhadap prestasi akademik. Jenis penelitian ini adalah penelitian asosiatif. Populasi dalam penelitian terdiri dari siswa kelas delapan di SMPN 1 Bonjol. Sampel 64 individu dipilih menggunakan stratifikasi random sampling berdasarkan pendapatan orang tua. Instrumen yang digunakan untuk penelitian ini adalah kuesioner tertutup, menggunakan analisis jalur dan uji-t untuk analisis. Temuan penelitian menunjukkan bahwa: (1) Ada pengaruh positif dan signifikan dari kesiapan belajar terhadap disiplin belajar siswa, dengan nilai koefisien jalur 0,260 dan nilai t hitung 2,505 > nilai tabel 2,001, (2) Adanya pengaruh negatif dan signifikan dari fasilitas pembelajaran terhadap disiplin belajar dengan nilai koefisien jalur -0,527, Nilai hitungan t -4,973 < T Tabel 2,001. (3) Terdapat pengaruh positif dan tidak signifikan dari dukungan orang tua terhadap disiplin belajar dengan nilai koefisien jalur 0,061, nilai hitungan t 0,574 < t tabel 2,001. (4) Terdapat pengaruh negatif dan signifikan dari kesiapan belajar terhadap prestasi siswa dengan nilai koefisien jalur -0,365, nilai hitungan t -5,376 < t tabel 2,001. (5) Terdapat pengaruh positif dan signifikan dari fasilitas pembelajaran terhadap prestasi siswa dengan nilai koefisien jalur 0,220, nilai hitungan t 2,858 > t tabel 2,001. (6) Terdapat pengaruh kepercayaan diri yang negatif dan signifikan terhadap prestasi siswa dengan nilai koefisien jalur -0,274, nilai hitungan t -4,028 < t tabel 2,001. (7) Ada pengaruh positif dan signifikan dari dukungan orang tua (X4) terhadap prestasi akademik dengan nilai koefisien jalur 0,686, nilai t-count 11,100 > t-table 2,001. (8) Adanya pengaruh disiplin studi yang positif dan signifikan terhadap prestasi akademik dengan nilai koefisien jalur 0,225, nilai t-count 2,991 > t-table 2,001.
THE EFFECT OF SELF-CONFIDENCE, SELF-EFFICACY, SCHOOL ENVIRONMENT, AND PARENTAL ATTENTION ON THE LEARNING ACHIEVEMENT OF 10TH GRADE STUDENTS THROUGH LEARNING MOTIVATION AS AN INTERVENING VARIABLE IN ECONOMICS AT MAN 1 PASAMAN Candra, Andika; Desi Areva; Rika Verawati
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.v5i4.841

Abstract

This study aims to analyze: 1) the effect of self-confidence on learning motivation, 2) the effect of self-efficacy on learning motivation, 3) the effect of the school environment on learning motivation, 4) the effect of parental attention on learning motivation, 5) the effect of self-confidence on learning achievement, 6) the effect of self-efficacy on learning achievement, 7) the effect of the school environment on learning achievement, 8) the effect of parental attention on learning achievement, 9) the effect of learning motivation on learning achievement.This research is associative in nature. The population in this study consisted of 104 tenth-grade economics students at MAN 1 Pasaman in the 2024/2025 academic year. The sample consisted of 65 people using stratified random sampling. The research instrument used for this study was a closed questionnaire using path analysis and hypothesis testing with a t-test.The results of this study indicate that: 1) there is an effect of self-confidence on learning motivation, as shown by a path coefficient of 0.351 with a t-value of 4.812 > t-table 1.66864; 2) there is no effect of self-efficacy on learning motivation, as shown by a path coefficient of 0.167 with a t-value of 2. 147 < t-table 1.66864, 3) there is an effect of school environment on learning motivation, as indicated by a path coefficient of 0.321 with a t-value of 3.325 > t-table 1.66864, 4) There is an influence of parental attention on learning motivation, as indicated by a path coefficient of 0.195 with a t-value of 2.509 > t-table 1.66864. 5) There is a negative influence of self-confidence on learning achievement, as indicated by a path coefficient of -0.205 with a t-value of -5.441 < t-table 1.66864, 6) There is no effect of self-efficacy on learning achievement, as indicated by a path coefficient of -0.188 with a t-value of -4.365 < t-table 1.66864, 7) there is an influence of the school environment on academic achievement, as indicated by a path coefficient of 0.272 with a t-value of 6.411 > t-table 1.66864, 8) there is an influence of parental attention on academic achievement, as indicated by a path coefficient of 0.083 with a t-value of 2.116 > t-table 1.66864, 9) There is a negative influence of learning motivation on academic achievement, as indicated by a path coefficient of -0.217 with a t-value of 9.711 and a t-table value of 1.66864.
Kecerdasan dalam Proses Pembelajaran Areva, Desi; Neviyarni, Neviyarni
Jurnal Pendidikan : Riset dan Konseptual Vol 10 No 1 (2026): Volume 10, Nomor 1 Tahun 2026
Publisher : Lembaga Penelitian dan Pengabdian Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/riset_konseptual.v10i1.1410

Abstract

Kecerdasan adalah hal yang sangat penting dalam menentukan kesuksesan siswa dalam belajar. Kecerdasan tidak hanya berkaitan dengan kemampuan berpikir logis dan menyelesaikan masalah, tetapi juga mencakup berbagai aspek seperti emosi, sosial, gerakan, musik, dan spiritual. Hal ini membentuk kepribadian siswa secara utuh. Artikel ini menjelaskan secara lengkap arti kecerdasan, faktor-faktor yang mempengaruhi perkembangannya, klasifikasi kecerdasan intelektual (IQ), serta berbagai jenis kecerdasan menurut teori multiple intelligence yang dikemukakan oleh Howard Gardner. Penelitian ini menggunakan metode studi literatur dengan menggali berbagai sumber dari psikologi pendidikan dan psikologi perkembangan. Hasil penelitian menunjukkan bahwa pertumbuhan kecerdasan siswa dipengaruhi oleh faktor-faktor dalam diri seperti keturunan, kondisi fisik, dan semangat belajar, serta faktor eksternal seperti lingkungan keluarga, pendidikan, budaya, dan pengalaman belajar. Meski IQ masih menjadi acuan utama dalam melihat kemampuan berpikir, keberhasilan belajar juga sangat dipengaruhi oleh berbagai bentuk kecerdasan yang tidak hanya berkaitan dengan pemikiran. Teori multiple intelligence menyatakan bahwa setiap orang memiliki kecerdasan yang berbeda dan unik, sehingga diperlukan pendekatan pembelajaran yang beragam. Guru memiliki peran penting dalam mengembangkan potensi siswa melalui cara belajar yang aktif, kreatif, menyenangkan, dan berpusat pada siswa.
Evaluasi Program Mikrotik Academy Universitas PGRI Sumatera Barat Menggunakan Logic Model Areva, Desi; S, Ambiyar
Jurnal Pendidikan : Riset dan Konseptual Vol 10 No 1 (2026): Volume 10, Nomor 1 Tahun 2026
Publisher : Lembaga Penelitian dan Pengabdian Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/riset_konseptual.v10i1.1472

Abstract

Penelitian ini bertujuan untuk mengevaluasi pelaksanaan Program Mikrotik Academy di Universitas PGRI Sumatra Barat menggunakan Logic Model. Program Mikrotik Academy dirancang untuk meningkatkan kompetensi mahasiswa di bidang jaringan komputer melalui sertifikasi internasional Mikrotik Certified Network Associate (MTCNA) sekaligus mendukung pencapaian Indikator Kinerja Utama (IKU) perguruan tinggi. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan teknik pengumpulan data berupa studi dokumentasi, observasi sarana prasarana, angket kepuasan peserta, serta analisis data kelulusan sertifikasi
The Influence of Emotional Intelligence, Learning Facilities, Parenting Styles, and Peer Environment on the Learning Outcomes of Economics Subjects of Grade XI Students of SMA N 1 Rambatan with Learning Discipline as an Intervening Variable Winda, Nelvia Sri; Jolianis; Areva, Desi
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.v7i4.12552

Abstract

This study aims to analyze the influence of emotional intelligence, learning facilities, parenting styles, and peer environment on learning discipline and their impact on student learning outcomes. The research method used is associative with a quantitative approach. The study population was all eleventh-grade students at SMAN 1 Rambatan, with a sample of 76 students drawn using stratified random sampling based on parental education level. Data collection was conducted using a closed-ended questionnaire, while data analysis used path analysis and a t-test to test hypotheses. The results indicate that emotional intelligence, learning facilities, parenting styles, and peer environment significantly influence learning discipline. Furthermore, these five variables, along with learning discipline, also significantly influence student learning outcomes. The magnitude of the influence varied based on parental education level, with parenting styles having the largest contribution to learning outcomes in the low-education group (27.4%), while learning facilities contributed the most in the high-education group (11.8%). This study concludes that learning discipline and learning outcomes are significantly influenced by both internal and external factors, with the strength of the influence varying depending on parental educational background.
The Influence of Learning Styles, Learning Independence, Family Support, and School Environment on Academic Achievement with Learning Motivation as a Moderating Variable in 11th Grade/Fase F Economics Students Muthia Uswatun Nisa; Desi Areva; Vivina Eprillison
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.807

Abstract

This study aims to determine: 1) The influence of learning styles on student achievement at SMA N 13 Padang, 2) The influence of learning independence on student achievement, 3) The influence of family support on student achievement, 4) The influence of the school environment on student achievement, 5) Learning motivation strengthens the influence of learning styles on student achievement, 6) Learning motivation strengthens the influence of learning independence on student achievement, 7) Learning motivation strengthens the influence of family support on student achievement, 8) Learning motivation strengthens the influence of the school environment on student achievement.This type of research is quantitative. The population in this study were all 11th-grade students studying economics at SMA Negeri 13 Padang. Sampling used a stratified random sampling technique. The instrument used for the study was a closed questionnaire with Multiple Linear Regression test using SPSS software version 25.The results of the study showed that: 1) There is an influence between learning styles (X1) on learning achievement (Y) of class XI/F Phase students at SMA Negeri 13 Padang. For the regression coefficient value of the learning style variable (X1) of 0.239 which is positive with a calculated t value of 4.887> t table of 1.997 with a significant value of 0.000 <α = 0.05, 2) There is an influence between learning independence (X2) on learning achievement (Y) of class XI/F Phase. For the regression coefficient value of the learning independence variable (X2) of 0.454 which is positive with a calculated t value of 7.415> t table of 1.997 with a significant value of 0.000 <α = 0.05. 3) There is an influence between family support (X3) on the learning achievement (Y) of class XI/Phase F students (X3) of 0.135 which is positive with a calculated t value of 2.459> t table of 1.997 with a significant value of 0.017<α = 0.05. 4) There is an influence between the school environment (X4) on the learning achievement (X5) of class XI/Phase F students. For the regression coefficient value of the school environment variable (X4) of 0.064 which is positive with a calculated t value of 2.738> t table of 1.997 with a significant value of 0.008 <α = 0.05. 5) Learning motivation strengthens learning styles on the learning achievement of class XI/Phase F students. This can be seen from the results of data analysis, the R Square (R2) value in model II is greater than R2 model 1 (0.560>0.495). 6) Learning motivation strengthens learning independence and student achievement. This is evident from the data analysis, which shows that the R2 value in Model II is greater than the R2 value in Model 1 (0.704>0.630). 7) Learning motivation strengthens family support for student achievement in grade 1. This is evident from the data analysis, which shows that the R2 value in Model II is greater than the R2 value in Model 1 (0.394>0.391). 8) Learning motivation strengthens the school environment for student achievement in Grade 11/Phase F. This is evident from the data analysis, which shows that the R2 value in Model II is greater than the R2 value in Model 1 (0.527>0.525).
Co-Authors Afri Yuliadi Akhirmen Akhirmen Ansofino Ansofino Armiati Candra, Andika Citra Ramayan Citra Ramayani Dina Afrianti1 Dina Sofianti Dini, Jelvita Ekrawati Ekrawati Fefri Indra Azra Fifi Yasmi Gustia Harini Herlina Herlina I Ketut Suada Jamhari Jamhari Jefri Jefri jimi ronald, jimi Jolianis ME S.Pd Krisya Wahyu Kinarsih Lovelly Dwinda Dahen Maharani, Dewi Mahfanisa, Putri Marbella, Sinta Miftahul Hayati1 mona amelia, mona Muthia Uswatun Nisa Neviyarni, Neviyarni Ningsih, Rani Oktafia Nora Susanti Putri Putri, Putri R. Sapto Hendri Boedi Soesatyo Radia Savitri Rahmadani, Ayu Rahmania, Meri Rahmayani, Citra REMON REMON Rika Fitryani rika verawati, rika S, Ambiyar Sherly Gustia Ningsih Sri Mona Sri Wahyun Sukamto, Ika Sumiyarsi Sukma, Erya Suriyani Suriyani, Suriyani Syevri Mukhlas tri wahyuni Vivina Eprillison Wahyuni, Sri Wati Wati Wati Wati Winda, Nelvia Sri Yulna Dewita S.Pd MM Hia