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All Journal Pendidikan Ekonomi Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Jurnal Review Pendidikan dan Pengajaran (JRPP) Rangkiang: Jurnal Pengabdian Pada Masyarakat Journal of Classroom Action Research Prosiding Conference on Research and Community Services Jurnal AKMAMI (Akuntansi Manajemen Ekonomi) Jurnal Pendidikan PKn Jurnal Kajian Ilmu Pendidikan (JKIP) JPLED Jurnal Horizon Pendidikan Economica: Journal of Economic and Economic Education RANGKIANG: Jurnal Pengabdian Pada Masyarakat Community Service Journal Of Economic Education International Journal of Economics, Management and Accounting SAKOLA: Journal of Sains Cooperative Learning and Law
Vivina Eprillison
Universitas PGRI Sumatera Bara
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Journal : jpled

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bahasa inggris Safitri; Fifi Yasmi; 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.v6i1.797

Abstract

This study aims to determine 1) the effect of learning discipline on learning achievement, 2) the effect of learning discipline through learning motivation as an intervening variable on learning achievement, 3) the effect of learning interest on learning achievement, 4) the effect of learning interest through learning motivation as an intervening variable on learning achievement, 5) the influence of peers on learning achievement, 6) the influence of peers through learning motivation as an intervening variable on learning achievement, 7) the effect of parental support on learning achievement, 8) the effect of parental support through learning motivation as an intervening variable on learning achievement, and 9) the effect of learning motivation on learning achievement.This study is a descriptive study. The population was 137 eighth-grade students at SMP Negeri 1 Sungai Beremas. Sampling was conducted using proportional random sampling. The instrument used for the study was a closed-ended questionnaire with path analysis and hypothesis testing using t-tests and multilevel tests.The results of the study showed that 1) there was an influence of learning discipline on learning motivation with a path coefficient value of 0.466 and a t-count value of 3.397> t-table 1.977, 2) there was no influence of learning interest on learning motivation with a path coefficient value of 0.049 and a t-count value of 0.320<t-table 1.977, 3) there was no influence of peers on learning motivation with a path coefficient value of 0.082 and a t-count value of 1.007<t-table 1.977, and 4) there was an influence of parental support on learning motivation with a path coefficient value of 0.285 and a t-count value of 2.869>t-table 1.977. 5) There is an effect of learning discipline on learning achievement with a path coefficient value of 0.284 and a calculated t value of 2.376 > t table 1.977, 6) There is an effect of learning interest on learning achievement with a path coefficient value of 0.407 and a calculated t value of 3.220 > t table 1.977, 7) There is an influence of peers on learning achievement with a path coefficient value of 0.410 and a calculated t value of 6.029 > t table 1.977, 8) There is an effect of parental support on learning achievement with a path coefficient value of 0.268 and a calculated t value of 3.146 > t table 1.977, 9) There is an effect of learning motivation on learning achievement with a path coefficient value of 0.148 and a calculated t value of 2.034 > t table 1.997.Learning discipline, students should better organize their study schedule at home so they know when to play and study. Interest in learning, students should be more focused in learning so as not to get bad grades. As a solution, teachers should provide time for ice breaking so that students can refocus. Peers, teachers should pay more attention to their students so that students do not feel left out from their friends. Parental support, parents should be able to pay more attention to their children so that students do not feel a lack of attention, both from others around them and from their parents. Learning motivation, students should do their assignments regularly and try to get satisfactory grades by working together with their friends at home.
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 STUDENTS' POTENTIAL, LEARNING QUALITY, SCHOOL ENVIRONMENT, AND LEARNING MEDIA THROUGH LEARNING DISCIPLINE AS AN INTERVENING VARIABLE ON STUDENTS' LEARNING ACHIEVEMENT IN PHASE E IN ECONOMICS SUBJECT AT SMAN 3 LUBUK BASUNG Maharani Putri; Vivina Eprillison; Stevani
Journal of Practice Learning and Educational Development Vol. 6 No. 3 (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.v6i3.1207

Abstract

This type of research is quantitative. The population in this study is all phase E students of SMAN 3 Lubuk Basung, totaling 118 people. Sampling was carried out using a simple random sampling technique. The instrument used for the research was a closed questionnaire, analyzed using path analysis and hypothesis testing with t-tests and F-tests. The research results show that 1) there is an influence of student potential (X1) on learning achievement (Y) with a path coefficient value of student potential of 0.349 and a t-value of 4.500 > t-table of 1.981, 2) there is an influence of learning quality (X2) on learning achievement (Y) with a path coefficient value of learning quality of 0.225 and a t-value of 3.509 > t-table of 1.981, 3) there is an influence of school environment (X3) on learning achievement (Y) with a path coefficient value of school environment of 0.208 and a t-value of 2.051 > t-table of 1.981, 4) there is an influence of learning media (X4) on learning achievement (Y) with a path coefficient value of learning media of 0.191 and a t-value of 2.350 > t-table of 1.981. 5) There is an influence of learning discipline (X5) on learning achievement (Y) with a path coefficient of learning discipline at 0.188 and a t-value of 2.740 > t-table value of 1.981, 6) There is an influence of student potential (X1) on learning discipline (X5) with a path coefficient of student potential at 0.230 and a t-value of 2.208 > t-table value of 1.981, 7) There is no influence of learning quality (X2) on learning discipline (X5) with a path coefficient of learning quality at 0.065 and a t-value of 0.746 < t-table value of 1.981, 8) There is an influence of school environment (X3) on learning discipline (X5) with a path coefficient of school environment at 0.366 and a t-value of 4.055 > t-table value of 1.981, , 9) there is no effect of the learning media (X4) on learning discipline (X5) with a path coefficient value for the work environment of 0.158 and a t-value of 1.430 < t-table value of 1.981.
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 Jefri Mulyadi; 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

Abstract

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 Deny Hidayat; 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

Abstract

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.
Co-Authors Ade Silvia Afriyani, Assholeha Citra Ramayani Defrianto Defrianto Deltia Deny Hidayat Desi Areva Deslianti, Putri Dessyta Gumanti Dewi, Indah Puspita Dina Amaluis Dio Fernando Dona Darmayuni Dwiyanti, Tiari J Eliadi, Suhailla Fifi Yasmi Finarizal Munthaha Fitri Wahyuni Gusti, Salma Danu HAYU YOLANDA UTAMI Helviza, Feza I Ketut Suada Ine Mai Sintia Jefri Irwanto Jefri Mulyadi jimi ronald, jimi Jolianis ME S.Pd Lovelly Dwinda Dahen Maharani Putri mona amelia, mona Muthia Uswatun Nisa Nilmadesri Rosya Nisha Selvia Noviani Nur Aini pratama, Indra Mulia Primanov, Yosi Miftah Putri, Indry Hesti Dwi Rahmania, Meri Rina Afriza rondi saputra Rusnida, Belina Safitri Saputri, Najla Yulia Sintia, Tati Sri Wahyuni Sri Wahyuni Stevani Stevani Stevani Stevani Stevani Stevani Stevani Stevani, Stevani Suhanhez, Rishi Suhanhez Suryaman Putra Syailendra Eka Putra Syintia Khairunnisa Syofyana, Tika Alfadila Wahyuni, Sri Yanti, Rosy Idha Yesmira Syamra, Yesmira Yola Isdayanti Yuli Diniah Zilbakri Yuli Diniah Zulbakri Yuli Diniyah Zulbakri Zikri, Afdal