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All Journal TINGKAP Pendidikan Ekonomi Jurnal Pendidikan : Riset dan Konseptual Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Jurnal Ipteks Terapan Jurnal Inovasi Pendidikan Ekonomi 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

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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
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 Desparni, Antika; 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

Abstract

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.
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)
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).
The Influence of Study Habits, Digital Literacy, Critical Thinking Skills, Teacher Competence, and the Implementation of Moving Class Learning on the Learning Achievement of 11th Grade Students in Economics Subjects Rega Oktavia; Desi Areva; Mona Amelia
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.v6i1.814

Abstract

This study aims to determine: (1) the effect of study habits on learning achievement, (2) the effect of digital literacy on learning achievement, (3) the effect of critical thinking skills on learning achievement, (4) the effect of teacher competence on learning achievement, (5) the effect of the implementation of moving class learning on learning achievement, and (6) the joint effect of study habits, digital literacy, critical thinking skills, teacher competence, and the implementation of moving class learning on learning achievement. The population of this study consisted of grade XI students of SMA N 1 Lembah Gumanti enrolled in economics learning. The sampling technique used was stratified random sampling, with a total sample of 102 students. Data were collected through questionnaires that had been tested for validity and reliability, as well as student achievement documentation. Data analysis was conducted using multiple linear regression, along with t-tests and F-tests, with the aid of SPSS and Eviews software. The results of the study show that: (1) study habits have a significant effect on economics learning achievement, with a coefficient value of 0.155 and a significance level of 0.000 < 0.05, with stronger effects on students from low-income families; (2) digital literacy significantly affects economics learning achievement, with a coefficient of 0.284 and a significance level of 0.000 < 0.05, with stronger effects on students from high-income families; (3) critical thinking skills show a significant effect, with a coefficient of 0.240 and a significance level of 0.000 < 0.05, being more dominant among students from high-income families; (4) teacher competence also significantly influences economics learning achievement, with a coefficient of 0.240 and a significance level of 0.000 < 0.05, where perceptions of teacher competence have greater effects on students from high-income families; (5) the implementation of moving class learning has a significant effect, with a coefficient of 0.112 and a significance level of 0.036 < 0.05, with stronger effects on students from high-income families; and (6) study habits, digital literacy, critical thinking skills, teacher competence, and the implementation of moving class learning jointly have a significant effect on learning achievement, with an F-value of 9.032 > F-table value of 2.52 and a significance level of 0.000 < 0.05. This indicates that Ha is accepted and H0 is rejected.
The Influence of Learning Styles, Self-Efficacy, Learning Facilities, and Parental Support on the Academic Achievement of Class X Students in Economics with Learning Discipline as a Moderating Variable Fatima Azzahra; Desi Areva; Meri Rahmania
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (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.v6i2.846

Abstract

This study aims to analyze the influence of learning styles, self-efficacy, learning facilities, and parental support on students’ learning achievement in Economics subject among tenth-grade students at SMA Negeri 10 Sijunjung, with learning discipline as a moderating variable. This research employed a quantitative approach with an associative method. The population consisted of 205 students, and a sample of 94 students was selected using stratified random sampling. Data were collected through a closed questionnaire, and the analysis was conducted using path analysis, t-test, and moderation analysis with the help of SPSS 22 and EViews 9 software. The results revealed that (1) learning style significantly influences learning achievement, (2) self-efficacy significantly influences learning achievement, (3) learning facilities significantly influence learning achievement, (4) parental support significantly influences learning achievement, (5) learning discipline significantly influences learning achievement, and (6) learning discipline moderates the relationship between learning style, self-efficacy, learning facilities, and parental support with learning achievement.
Co-Authors Afri Yuliadi Akhirmen Akhirmen Ansofino Ansofino Armiati Candra, Andika Citra Ramayan Citra Ramayani Desparni, Antika Dina Afrianti1 Dina Amaluis Dina Sofianti Ekrawati Ekrawati fatima azzahra Fefri Indra Azra Gustia Harini Herlina Herlina I Ketut Suada Jamhari Jamhari Jefri Jefri jimi ronald, jimi Krisya Wahyu Kinarsih Lovelly Dwinda Dahen Maharani, Dewi Mahfanisa, Putri Marbella, Sinta Miftahul Hayati1 Mona Amelia 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 Rega Oktavia 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 Yulna Dewita S.Pd MM Hia