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All Journal Jurnal Mirai Management IRJE (Indonesian Research Journal in Education) Jurnal Pendidikan dan Konseling Frontiers Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Literacy: Jurnal Pendidikan Ekonomi Asia Pacific Journal of Management and Education Jurnal Ilmiah Ilmu Terapan Universitas Jambi J-Shelves of Indragiri (JSI) Jurnal Ragam Pengabdian
Jety Deisye Lempas
Universitas Negeri Manado
Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Mechanical Engineering Social Sciences Other

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PENGARUH LINGKUNGAN SEKOLAN DAN PERAN GURU TERHADAP MINAT BELAJAR SISWA SMK Villi Soriton; Jety Deisye Lempas; Silvana Shirly Alice Oroh
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.12327

Abstract

ABSTRACT Learning interest is one of the important factors influencing the success of students’ learning processes. However, learning interest is not only affected by internal factors but also by external factors, such as the school environment and the teacher’s role in creating a conducive learning atmosphere. This study aims to analyze the influence of the school environment and the teacher’s role on students’ learning interest. The research employed a quantitative approach using a survey method conducted at SMK Negeri 1 Pusomaen, involving 62 students as research respondents. Data were collected through Likert-scale questionnaires and analyzed using multiple linear regression.The results revealed that both the school environment and the teacher’s role had a positive and significant effect on students’ learning interest, both partially and simultaneously. Partially, the school environment significantly influenced students’ learning interest with a regression coefficient of 0.352 and a significance value of 0.001, while the teacher’s role demonstrated a stronger influence with a regression coefficient of 0.478 and a significance value of 0.000. Simultaneously, the school environment and the teacher’s role significantly affected students’ learning interest, as indicated by an F-value of 46.782 and a significance level of 0.000. The coefficient of determination (R² = 0.611) indicates that 61.1% of the variation in students’ learning interest can be explained by the school environment and the teacher’s role, while the remaining 38.9% is influenced by other factors outside the research model. These findings highlight that enhancing students’ learning interest requires both a supportive school environment and the optimization of teachers’ roles in the learning process. ABSTRAK Minat belajar merupakan salah satu faktor penting yang memengaruhi keberhasilan proses pembelajaran siswa. Namun, minat belajar tidak hanya dipengaruhi oleh faktor internal, tetapi juga oleh faktor eksternal, seperti lingkungan sekolah dan peran guru dalam menciptakan suasana belajar yang kondusif. Penelitian ini bertujuan untuk menganalisis pengaruh lingkungan sekolah dan peran guru terhadap minat belajar siswa. Penelitian menggunakan pendekatan kuantitatif dengan metode survei yang dilaksanakan di SMK Negeri 1 Pusomaen terhadap 62 siswa sebagai responden penelitian. Data dikumpulkan melalui angket menggunakan skala Likert dan dianalisis menggunakan regresi linear berganda. Hasil penelitian menunjukkan bahwa lingkungan sekolah dan peran guru berpengaruh positif dan signifikan terhadap minat belajar siswa, baik secara parsial maupun simultan. Secara parsial, lingkungan sekolah berpengaruh signifikan terhadap minat belajar siswa dengan koefisien regresi sebesar 0,352 dan nilai signifikansi 0,001, sedangkan peran guru menunjukkan pengaruh yang lebih besar dengan koefisien regresi sebesar 0,478 dan nilai signifikansi 0,000. Secara simultan, lingkungan sekolah dan peran guru berpengaruh signifikan terhadap minat belajar siswa dengan nilai F sebesar 46,782 dan signifikansi 0,000. Nilai koefisien determinasi (R²) sebesar 0,611 menunjukkan bahwa 61,1% variasi minat belajar siswa dapat dijelaskan oleh lingkungan sekolah dan peran guru, sedangkan sisanya dipengaruhi oleh faktor lain di luar model penelitian. Temuan ini menegaskan bahwa peningkatan minat belajar siswa memerlukan dukungan lingkungan sekolah yang kondusif serta optimalisasi peran guru dalam proses pembelajaran.
Do Free Nutritious Meal Programs and Student Well-being Improve Students' Learning Outcomes? Evidence from the Mediating Role of Learning Motivation Henry Tamboto; Listriyanti Palangda; Jety Lempas
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 4 (2025): December
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i4.21756

Abstract

This study aims to analyze the effects of the Free Nutritious Meal Program (MBG) and student well-being on students' learning outcomes, as well as to examine the mediating role of learning motivation. A quantitative approach employing Partial Least Squares Structural Equation Modeling (PLS-SEM) was used to analyze data collected through a structured questionnaire. The measurement model evaluation (outer model) showed that all reflective indicators satisfied the criteria for convergent validity, with outer loadings exceeding 0.70, and demonstrated adequate discriminant validity based on the Fornell–Larcker criterion. The structural model evaluation (inner model) yielded adjusted R² values of 0.290 for learning motivation, indicating moderate explanatory power, and 0.764 for learning outcomes, indicating substantial explanatory power. The direct effect analysis revealed that the MBG Program had positive and significant effects on both learning motivation (β = 0.337, p < 0.05) and learning outcomes (β = 0.227, p < 0.05). Likewise, student well-being positively and significantly influenced learning motivation (β = 0.136, p < 0.05) and learning outcomes (β = 0.692, p < 0.05). Mediation analysis further indicated that learning motivation significantly mediated the relationships between the MBG Program and learning outcomes, as well as between student well-being and learning outcomes. These findings suggest that nutritional support through the MBG Program and students' psychosocial well-being jointly enhance learning motivation, which subsequently contributes to improved learning outcomes.
PERBANDINGAN HASIL BELAJAR EKONOMI MELALUI PENGGUNAAN PLATFORM DIGITAL DALAM PEMBELAJARAN BERBASIS APLIKASI GOOGLE CLASSROOM DAN APLIKASI QUIZIZZ Angelica Marshanda Pesik; Gilly Marlya Tiwow; Jety Deisye Lempas
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i3.12799

Abstract

ABSTRACT This study aims to analyze the comparison of students’ economics learning outcomes using a digital learning platform at SMA Negeri 3 Tondano. This study focuses on the effectiveness of Learning Management System–based instructional media in improving students’ cognitive achievement in economics. The research method used is a quasi-experimental design with a pre-test and post-test control group design. The subjects of the study consisted of two classes, namely the control class and the experimental class, which were selected using purposive sampling. The research instruments included cognitive learning outcome tests and observation sheets to support the research data. The results showed that there was no significant difference between the two groups based on statistical testing, with a significance value greater than 0.05. However, there was a difference in the average learning outcomes, indicating that the experimental class tended to achieve slightly higher scores than the control class. Both groups experienced an improvement in learning outcomes after the treatment was applied, indicating the effectiveness of digital learning media in the economics learning process. This suggests that both learning platforms have a relatively comparable level of effectiveness in supporting students’ learning achievement. Thus, it can be concluded that the use of digital learning media in economics instruction is effective in improving student learning outcomes, although it does not show a significant difference between the two media. This finding emphasizes that learning success is more influenced by the implementation strategy of the media rather than the type of platform used. ABSTRAK Penelitian ini bertujuan untuk menganalisis perbandingan hasil belajar ekonomi siswa yang menggunakan platform pembelajaran digital pada SMA Negeri 3 Tondano. Kajian ini berfokus pada efektivitas media pembelajaran berbasis Learning Management System dalam meningkatkan capaian kognitif siswa pada mata pelajaran ekonomi. Metode yang digunakan adalah eksperimen semu dengan desain pre-test and post-test control group design. Subjek penelitian terdiri atas dua kelas, yaitu kelas kontrol dan kelas eksperimen yang ditentukan secara purposive sampling. Instrumen penelitian berupa tes hasil belajar kognitif dan lembar observasi untuk mendukung data penelitian. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan yang signifikan antara kedua kelompok berdasarkan uji statistik yang dilakukan, dengan nilai signifikansi lebih besar dari 0,05. Meskipun demikian, terdapat perbedaan rata-rata hasil belajar yang menunjukkan kecenderungan skor kelas eksperimen sedikit lebih tinggi dibandingkan kelas kontrol. Kedua kelompok mengalami peningkatan hasil belajar setelah perlakuan diberikan, yang menunjukkan adanya efektivitas penggunaan media pembelajaran digital dalam proses pembelajaran ekonomi. Hal ini mengindikasikan bahwa kedua platform pembelajaran memiliki tingkat efektivitas yang relatif sebanding dalam mendukung pencapaian hasil belajar siswa. Dengan demikian, dapat disimpulkan bahwa penggunaan media pembelajaran digital pada pembelajaran ekonomi efektif digunakan dalam meningkatkan hasil belajar siswa, meskipun tidak menunjukkan perbedaan yang signifikan antara kedua media. Temuan ini menegaskan bahwa keberhasilan pembelajaran lebih dipengaruhi oleh strategi implementasi media daripada jenis platform yang digunakan.
ANALYSIS OF THE USE OF ARTIFICIAL INTELLIGENCE (AI) IN ENHANCING STUDENTS' LEARNING MOTIVATION AT SMP ADVENT TONDANO Allen Ch. Manongko; Ayu Elisabeth Butarbutar; Jety D.Lempas
J-Shelves of Indragiri (JSI) Vol 7 No 2 (2025): J-Shelves of Indragiri (JSI)
Publisher : Program Studi Pendidikan Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/jsi.v7i2.3322

Abstract

This study explores the use of Artificial Intelligence (AI) in enhancing students’ learning motivation at SMP Advent Tondano. Using a qualitative descriptive approach, interviews were conducted with five informants, including the Principal, two teachers, and two students, to examine the implementation, benefits, and challenges of AI-based learning. The findings indicate that AI contributes positively to students’ motivation by providing interactive, adaptive, and personalized learning experiences. Features such as real-time feedback, adaptive practice modules, and personalized materials foster greater engagement, curiosity, and independent learning. Both teachers and students highlighted that AI makes learning more enjoyable, challenging, and efficient. However, challenges such as limited devices, unstable internet connections, and varying digital literacy require strategic interventions, including teacher guidance and training. The study concludes that AI, when effectively integrated into classroom instruction, has significant potential to improve learning motivation and outcomes.
Co-Authors Alisya Mangkey Alisya Mangkey Allen A. CH. Manongko Allen Manongko Angelica Marshanda Pesik Anggreiny S. Pantow Anita Tandayu Annastassya Christina Karundeng Anneke Salam Antehang, Sindi Ayu Elisabeth Butarbutar Brayen Sasue Bunga, Veronika Nely Cherys Laloan Christiani Pongilatan Christiani Pongilatan Consuslasia Korompis Elean, Julius Elisa Silalahi Elisa Silalahi Frisca Glorya Woran Gerungan, cleimen Gilly Marlya Tiwow Gilly Marlya Tiwow Grace L Gusnan, . Herman Philips Dolonseda Hizkia Rori Ilham Abu Iwan Kandori Jerry Rommy Herter Wuisang Johny Rumokoy Joubert Dame Joubert Dame Julius Elean Kada, Muslim Kalua, Karmila Kambey, Joseph Karundeng, Annastassya Christina Lengkong, Jemly Lian Evrianty Betah Lintong, Heibert Listriyanti Palangda Makaliwe, Niny Mandome, Deslin Masni M Ntuiyo Meike Mamentu Niny Makaliwe Niny Makaliwe Niny Makaliwe Niny Makaliwe Ntuiyo, Masni M Oping, Joy M Oroh, Silfana Pandelaki, Mersi Punuh Punuh Rayo, Dirga Ayu Minggu Redjeb, Bahrudin Hi Roi Chardo S Naibaho Rori, Hizkia Rumbayan, Linda Silvana Shirly Alice Oroh Silvia Rumalag Sophia Pongoh Takaonselang, Yetty Takdare, Dominggas Tamboto, Henry Jeheskiel Daniel Tandayu, Anita Taroreh, Johny Tendean, Reynold Stenly Tuhuteru.docx, Hetwich Felecia Tuhuteru Tulungen, Franky Reintje Villi Soriton Wekes, Wilson Wekes Yance Tawas Yance Tawas Yance Tawas Yantje Tawas