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All Journal Jurnal Pendidikan dan Pengajaran Bimbingan dan Konseling Pendidikan Biologi Jurnal Pelangi JURNAL EVALUASI PENDIDIKAN Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Journal on Education JAMBURA Guidance and Counseling Journal Jurnal Studi Guru dan Pembelajaran Jurnal Pendidikan dan Konseling Rangkiang: Jurnal Pengabdian Pada Masyarakat Journal of Classroom Action Research Berajah Journal Journal of Pragmatics and Discourse Research Mudabbir: Journal Research and Education Studies Indonesian Research Journal on Education JPLED Jurnal Pendidikan Sultan Agung RANGKIANG: Jurnal Pengabdian Pada Masyarakat International Assulta of Research and Engagement
Fifi Yasmi
Universitas PGRI Sumatera Barat
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 1 
The Influence of Emotional Intelligence, Learning Facilities, Parental Attention, and Peers on the Academic Achievement of SMAN 16 Padang Students Thru Learning Discipline as an Intervening Variable Yasmin Zahra; Jolianis; Fifi Yasmi
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (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.v6i2.849

Abstract

This study aims to analyze the influence of Emotional Intelligence, Learning Facilities, Parental Attention, and Peer Groups on Students’ Academic Achievement at SMA Negeri 16 Padang, with Learning Discipline as an intervening variable in the subject of Economics. The research employs a quantitative approach with an associative design. The population consists of 440 students from classes XE1–XE11 in the 2024/2025 academic year, with a sample of 209 students selected using Random Proportional Sampling. The research instrument is a closed-ended questionnaire, and the data were analyzed using path analysis with hypothesis testing conducted through the t-test. The findings reveal that: (1) Emotional intelligence, learning facilities, parental attention, and peer groups do not have a significant effect on learning discipline, but each indirectly affects academic achievement through learning discipline; (2) Emotional intelligence, learning facilities, parental attention, peer groups, and learning discipline have a significant direct effect on academic achievement.
THE INFLUENCE OF SELF-CONFIDENCE, READINESS TO LEARN, PEERS AND FAMILY ENVIRONMENT ON THE LEARNING ACHIEVEMENT OF CLASS X STUDENTS IN SUBJECTS ECONOMICS THROUGH LEARNING DISCIPLINES VARIABLE INTERVENTION AS AT PERTIWI 1 SMA Siti Humairah; Fifi Yasmi; Stevani
Journal of Practice Learning and Educational Development Vol. 6 No. 2 (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.v6i2.1013

Abstract

This study aims to determine the influence of self-confidence, learning readiness, peers, and family environment on learning discipline. It also aims to determine the influence of self-confidence, learning readiness, peers, family environment, and learning discipline on academic achievement. This type of research is descriptive and associative. The population in this study consisted of 131 students of class X at SMA Pertiwi 1 Padang. The sample was taken using a stratified random sampling technique. The instruments used in this study were closed questionnaires, and the analysis tests used included path analysis, hypothesis testing, and t-tests, with the assistance of SPSS and Eview8 programs. The results of this study are: 1) there is an effect of self-confidence on learning discipline with a coefficient value of 0.371 and a t-count value of 2.897 > t-table 1.666, 2) there is an effect of learning readiness on learning discipline with a coefficient value of 0.438 and a t-count value of 4.552 > t-table 1.666, 3) there is an effect of peers on learning discipline with a coefficient value of 0.258 and a t-count value of 2.737 > t-table 1.666, 4) there is no effect of family environment on learning discipline with a coefficient value of -0.143 and a t-count value of -1.913 > t-table 1.666, 5) there is an effect of self-confidence on learning achievement with a coefficient value of 0.190 and a t-count value of 2.047 > t-table 1.666, 7) There is an influence of peer groups on learning achievement with a coefficient value of 0.467 and a t-count value of 5.845 > t-table 1.666, 8) there is an influence of family environment on learning achievement with a coefficient value of -0.419 and a t-count value of 6.802 > t-table 1.666, 9) there is an influence of learning discipline on learning achievement with a coefficient value of 0.205 and a t-count value of 2.147 > t-table 1.666.
Bahasa Inggris Nelda Novia Nengsih; 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

Abstract

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 SELF EFFICACY, FUTURE ORIENTATION STUDENT LEARNING ATTENTION, TEACHER ATTTUDES, AND SCHOOL ENVIRONMENT ON STUDENTS INTEREST IN CONTINU- ING THEIR EDUCATION TO HIGHER EDUCATION AMONG TO HIGHER EDUCATION AMONG 11TH GRADE STUDENTS AT SMK NEGE Hidayatul Fajri; Jimi Ronald; Fifi Yasmi
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.v5i4.779

Abstract

This study aims to determine (1) the effect of self-efficacy on students' interest in continuing their education to college (2) the effect of future orientation on students' interest in continuing their education to college (3) The effect of students' learning attention on their interest in continuing their education to higher education (4) The effect of teachers' attitudes on students' interest in continuing their education to higher education (5) The effect of the school environment on students' interest in continuing their education to higher education. The research was conducted in July 2025. This research is an associative study. The population in this study is students at SMK Negeri 1 Bonjol. The sample consists of 94 people using stratified random sampling. The data analysis techniques used are descriptive and inductive analysis, with the assistance of Eviews 8 and SPSS version 20.0. The results of this study indicate that: 1) self-efficacy has a significant effect on interest in continuing education to higher education, with a coefficient value of 0.396 and a t-value > t-table (4.705 > 1.66235). 2) Future orientation significantly influences students' interest in continuing their education to higher education, with a coefficient value of 0.221 and a calculated t-value > table t-value (2.194 > 1.66235). 3) Student learning attention significantly influences students' interest in continuing their education to higher education, with a coefficient value of 0.212 and a t-value > t-table (2.076 > 1.66235). 4) Teacher Attitude (X4) has a significant effect on students' interest in continuing their education to higher education, with a coefficient value of -0.324 and a calculated t-value > table t-value (-3.526 > 1.66235). 5) School environment significantly influences students' interest in continuing their education to higher education, as indicated by a coefficient value of 0.388 and a t-value > t-table (4.202 > 1.66235). 6) Self-efficacy, future orientation, student learning attention, teacher attitude, and school environment collectively significantly influence students' interest in continuing their education to higher education, as evidenced by the calculated F value of 16.322 > F table 2.36 and a significance level of 0.000 < 0.05.
Co-Authors Agusiah Agusiah Ahmad Fauzan Alberto Tri Putra Ambiyar, Ambiyar Ansofino Ansofino ASRIL ASRIL Asril Asril Azizah, Yosra Azwar Azwar Chandra, Yasrial Dedi Efendi Desi Areva Dina Amaluis Dwinda, Lovelly Eka Puspita Sari Elbert Hutabri Ellbert Hutabri, Ellbert Febri Yanti Fitria Kasih Fransiska Gushaeni Hidayatul Fajri JAE123 JAE123 Jaenam Jaenam Jelvita Dini jimi ronald, jimi Jolianis Joni Adison Liza Husnita Miarda Fitri mona amelia, mona Mulyati Mulyati Nadya Pransisca Putri Nelda Novia Nengsih Nova Sofia Anita Puja Hardina Sari Redeni Susanti Renny Risdawati Resiana Resiana Rici Kardo, Rici Risca Alvina Yuliani Siti Humairah Sofia Edriati Sofia Edriati Stevani Stevani Suci Sriwahyuni Sumarni, Gusri Thomson Mary, Thomson Triyono, Triyono Utia Rahma Yasmin Zahra