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Fifi Yasmi
Universitas PGRI Sumatera Barat
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Strengthening Student Network Competence through the MikroTik Academy Program: Evaluation of the CIRO Model Husnita, Liza; Ambiyar, Ambiyar; Fauzan, Ahmad; Yasmi, Fifi; Edriati, Sofia
International Assulta of Research and Engagement (IARE) Vol. 4 No. 1 (2026): International Assulta of Research and Engagement (IARE)
Publisher : Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/iare.v4i1.1065

Abstract

The rapid development of Industry 4.0 and Society 5.0 requires higher education institutions to produce graduates with strong digital competencies supported by internationally recognized professional certifications. One strategic effort to address this demand is the implementation of the MikroTik Academy program, which provides students with the MikroTik Certified Network Associate (MTCNA) certification. This study aims to evaluate the effectiveness of the MikroTik Academy program in strengthening students’ network competence using the CIRO (Context, Input, Reaction, and Outcome) evaluation model. A mixed descriptive approach was employed, involving questionnaires, interviews, observations, and documentation. Data were analyzed using qualitative techniques and descriptive quantitative statistics. The results indicate that the program is highly relevant to student needs and industry demands (context), supported by qualified instructors, standardized training materials, and adequate facilities (input). Participants showed positive responses in terms of learning comfort, clarity of instruction, and increased self-confidence (reaction). In terms of outcomes, the program achieved a very high certification pass rate (96–100%), improved students’ professional readiness, and contributed significantly to institutional key performance indicators related to graduate employability and off-campus learning experiences. Overall, the findings demonstrate that the MTCNA certification program is effective, sustainable, and strategically valuable for enhancing graduate competitiveness and institutional quality.
The Influence of Emotional Intelligence, School Environment, Teacher Role, and Peers on Student Learning Discipline Through Learning Motivation as an Intervening Variable for Grade VIII Students in Integrated Social Studies Subjects at SMP N 2 Bonjol Ratna; Stevani; Yasmi, Fifi
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.v7i4.12560

Abstract

This study aims to analyze the influence of emotional intelligence, school environment, teacher role, and peer group on the motivation and learning discipline of students at SMP N 2 Bonjol. Using a quantitative approach with an associative research method, data were obtained from 100 students selected through proportional random sampling. Analysis was conducted using path analysis. The results showed that emotional intelligence, teacher role, and peer group had a positive and significant influence on learning motivation, while the school environment did not have a significant influence. Furthermore, all independent variables, including learning motivation, were proven to have a positive and significant influence on student learning discipline. Based on these findings, it is recommended that students continue to develop emotional intelligence and positive relationships with peers. Teachers are expected to be motivators and role models of discipline, schools need to create a conducive learning environment, and parents should provide emotional support and supervision so that disciplined learning habits can be formed comprehensively.
PENGARUH KEMAMPUAN BERPIKIR KRITIS, KEPERCAYAAN DIRI, DISIPLIN BELAJAR, LINGKUNGAN KELUARGA DAN TEMAN SEBAYA TERHADAP PRESTASI BELAJAR SISWA KELAS X PADA MATA PELAJARAN EKONOMI DI SMA NEGERI 7 PADANG Fransiska Gushaeni; Dwinda, Lovelly; Yasmi, Fifi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40854

Abstract

This study aims to analyze the influence of critical thinking skills on the learning achievement of class X students in economics subjects at SMA Negeri 7 Padang, the influence of self-confidence on the learning achievement of class X students in economics subjects at SMA Negeri 7 Padang, the influence of learning discipline on the learning achievement of class X students in economics subjects at SMA Negeri 7 Padang, the influence of family environment on the learning achievement of class X students in economics subjects at SMA Negeri 7 Padang, the influence of peers on the learning achievement of class X students in economics subjects at SMA Negeri 7 Padang, the influence of critical thinking skills, self-confidence, learning discipline, family environment and peers on the learning achievement of class X students in economics subjects at SMA Negeri 7 Padang. This type of research is associative research. The results of the study show that: First, there is a significant influence between critical thinking ability (X1) on student learning achievement (Y), with a regression coefficient value of -1.948, t_(count)= -88.502> t_(table)-1.980 and a significance value of 0.000 <0.05, so that Hₐ is accepted and H₀ is rejected. Second, there is a significant influence between self-confidence (X2) on learning achievement (Y), with a regression coefficient value of 0.037, t_(count)= 2.996> t_(table)1.980 and a significance value of 0.003 <0.05, so that Hₐ is accepted and H₀ is rejected. Third, there is a significant influence between learning discipline (X3) on learning achievement (Y), with a regression coefficient value of 0.073, t_(count)= 6.335> t_(table)1.980 and a significance value of 0.000 <0.05, so that Hₐ is accepted and H₀ is rejected. Fourth, there is a significant influence between family environment (X4) on learning achievement (Y), with a regression coefficient value of 1.570, t_(count)= 42.739> t_(table)1.980 and a significance value of 0.001 <0.05, so that Hₐ is accepted and H₀ is rejected. Fifth, there is a significant influence between peers (X5) on academic achievement (Y), with a regression coefficient of -0.042, a t_(calculated) value of -4.159 > t_(table) -1.980, and a significance value of 0.000 <0.05. Therefore, Hₐ is accepted and H₀ is rejected. Sixth, there is a significant joint influence between critical thinking skills, self-confidence, learning discipline, family environment, and peers on the academic achievement of grade 10 students at SMA Negeri 7 Padang.
Pengaruh Minat Belajar, Disiplin Belajar, Kebiasaan Belajar, Fasilitas Belajar, dan Perhatian Orang Tua Terhadap Prestasi Belajar Siswa SMA Negeri 1 VII Koto Sungai Sarik Sari, Puja Hardina; Jolianis; Yasmi, Fifi
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.v7i4.12572

Abstract

Penelitian ini bertujuan menganalisis pengaruh minat, disiplin, kebiasaan, fasilitas belajar, dan perhatian orang tua terhadap prestasi belajar siswa kelas XI SMA Negeri 1 VII Koto Sungai Sarik. Pendekatan yang digunakan adalah kuantitatif asosiatif dengan sampel 80 siswa dari total populasi 101 orang, ditentukan melalui proportional random sampling. Data dianalisis menggunakan regresi linear berganda dengan bantuan SPSS versi 22. Hasil penelitian menunjukkan bahwa secara parsial, minat belajar berpengaruh positif dan signifikan terhadap prestasi belajar dengan koefisien regresi 0,133 dan signifikansi 0,020. Disiplin belajar juga berpengaruh positif dan signifikan (sig. 0,000), demikian pula kebiasaan belajar (sig. 0,023) dan perhatian orang tua (sig. 0,000). Sementara itu, fasilitas belajar tidak berpengaruh signifikan terhadap prestasi belajar karena nilai signifikansinya 0,215 > 0,05. Secara simultan, kelima variabel tersebut berpengaruh signifikan terhadap prestasi belajar, dibuktikan dengan nilai signifikansi uji F sebesar 0,000. Koefisien determinasi (R²) sebesar 0,902 menunjukkan bahwa 90,2% variasi prestasi belajar siswa dapat dijelaskan oleh kelima variabel bebas, sedangkan 9,8% sisanya dipengaruhi faktor lain di luar penelitian. Kesimpulannya, faktor internal seperti minat, disiplin, dan kebiasaan belajar, serta faktor eksternal berupa perhatian orang tua, berperan penting dalam meningkatkan prestasi belajar siswa. Meskipun fasilitas belajar tidak signifikan secara parsial, kontribusi simultan seluruh variabel sangat besar. Oleh karena itu, upaya peningkatan prestasi belajar hendaknya difokuskan pada penguatan motivasi internal siswa dan dukungan berkelanjutan dari orang tua.
Pengaruh Kepercayaan Diri, Kemandirian Belajar, Teman Sebaya, Dan Perhatian Orang Tua Terhadap Prestasi Belajar Siswa Suci Sriwahyuni; Fifi Yasmi; Desi Areva
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.v7i4.12573

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh: (1) kepercayaan diri terhadap disiplin belajar, (2) kemandirian belajar terhadap disiplin belajar, (3) teman sebaya terhadap disiplin belajar, (4) perhatian orangtua terhadap disiplin belajar, (5) kepercayaan diri terhadap prestasi belajar dengan disiplin belajar sebagai variabel intervening, (6) kemandirian belajar terhadap prestasi belajar dengan disiplin belajar sebagai variabel intervening, (7) teman sebaya terhadap prestasi belajar dengan disiplin belajar sebagai variabel intervening, (8) perhatian orangtua terhadap prestasi belajar dengan disiplin belajar sebagai variabel intervening, dan (9) disiplin belajar terhadap prestasi belajar. Penelitian ini merupakan penelitian asosiatif yang dilaksanakan pada Juli 2025 dengan populasi siswa kelas XI SMK N 1 Bonjol sebanyak 230 orang, sedangkan sampel berjumlah 80 siswa dengan teknik Stratified Random Sampling. Instrumen penelitian menggunakan angket tertutup dengan analisis jalur dan uji t. Hasil penelitian menunjukkan: (1) kepercayaan diri berpengaruh signifikan terhadap disiplin belajar (koefisien 0,487; thitung  8,032>ttabel 1,665), (2) kemandirian belajar berpengaruh signifikan terhadap disiplin belajar (koefisien 0,457; thitung 7,256 > ttabel 1,665), (3) teman sebaya berpengaruh signifikan terhadap disiplin belajar (koefisien 0,126; thitung 2,272 > ttabel 1,665), (4) perhatian orangtua  berpengaruh signifikan terhadap disiplin belajar (koefisien 0,116; thitung 2,187 >ttabel 1,665), (5) kepercayaan diri berpengaruh signifikan terhadap prestasi belajar (koefisien 0,327; thitung 3,650 >ttabel 1,665), (6) kemandirian belajar berpengaruh signifikan terhadap prestasi belajar (koefisien 0,206; thitung 2,313 < ttabel 1,665), (7) teman sebaya berpengaruh signifikan terhadap prestasi belajar (koefisien 0,211; thitung 3,472 > ttabel 1,665), (8) perhatian orangtua berpengaruh signifikan terhadap prestasi belajar (koefisien 0,206; thitung 3,472 > ttabel 1,665), dan (9) disiplin belajar berpengaruh signifikan terhadap prestasi belajar (koefisien 0,273; thitung 2,183 > ttabel 1,665). Simpulan penelitian ini yaitu kepercayaan diri, teman sebaya, perhatian orangtua, kemandirian belajar, dan disiplin belajar memiliki pengaruh terhadap prestasi belajar. Oleh karena itu, siswa disarankan untuk meningkatkan kepercayaan diri serta menjaga hubungan positif dengan teman sebaya, sementara perhatian orangtua perlu diarahkan untuk mendukung kemandirian dan kedisiplinan siswa dalam belajar agar prestasi belajar semakin optimal.
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 EFFECT OF LEARNING TIME MANAGEMENT, SELF-EFFICACY, LEARNING READINESS, PARENTAL SUPPORT, AND LEARNING INDEPENDENCE ON THE LEARNING ACHIEVEMENT OF GRADE XI STUDENTS IN PHASE F AT ECONOMICS SUBJECT AT SMA N 1 SITIUNG Iqsan Oknanta Saputra; Lovelly Dwinda Dahen; Fifi Yasmi
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.v6i1.812

Abstract

This study aims to analyze: 1) The effect of time management on academic achievement, 2) the effect of self-efficacy on academic achievement, 3) the effect of learning readiness on academic achievement, 4) the effect of parental support on academic achievement, 5) the effect of learning independence on academic achievement. The type of research used in this study is associative research.The research was conducted in July 2025. The population in this study was all 11th grade students in economics at SMAN 1 Sitiung. The sample in this study consisted of 107 people. The sampling technique used was random sampling, and the data analysis techniques used were descriptive analysis and inductive analysis, with the help of Eviews and SPSS version 21.0. The results of the study indicate that 1) time management affects learning achievement with a coefficient value of -0.208, a t-value of 2.126 > t-table value of 1.983, and a significance value of 0.036 < 0.05. 2) Self-efficacy influences academic achievement with a coefficient value of 0.433, a calculated t-value of 2.004 > the table t-value of 1.983, and a significance level of 0.048 < 0.05. 3) Learning readiness influences academic achievement with a coefficient value of -0.547, a calculated t-value of 2.319 > the table t-value of 1.983, and a significance level of 0.022 < 0.05. 4) Parental support influences academic achievement with a coefficient value of -0.192, a calculated t-value of 2.026 > the table t-value of 1.983, and a significance level of 0.045 < 0.05. 5) Learning independence influences academic achievement with a coefficient value of -2.894, a calculated t-value of 2.324 > the critical t-value of 1.983, and a significance level of 0.022 < 0.05. 6) Time management, self-efficacy, readiness to learn, parental support, and learning independence together (simultaneously) significantly influence academic achievement. The calculated F value is 4.780 > the table F value of 2.30 and the significance value is 0.001 < 0.05.
The Influence of Study Discipline, Reward Giving, Parental Support, and Learning Facilities on Phase F Learning Achievement Thru Student Learning Interest as an Intervening Variable in Economics Subjects Khodija; Fifi Yasmi; Rika Verawati
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.v6i1.817

Abstract

This study aims to determine: (1) the effect of learning discipline on academic achievement, (2) the effect of learning discipline on academic achievement through learning interest as an intervening variable, (3) the effect of reward on academic achievement, (4) the effect of reward on academic achievement through learning interest as an intervening variable, (5) the effect of parental support on academic achievement, (6) the effect of parental support on academic achievement through learning interest as an intervening variable, (7) the effect of learning facilities on academic achievement, (8) the effect of learning facilities on academic achievement through learning interest as an intervening variable, and (9) the effect of learning interest on academic achievement. This research is an associative study. The population in this study consisted of students from classes F3, F4, F5, and F6, with a total sample of 89 students selected using proportional random sampling. The research instrument used was a closed questionnaire, and the data analysis employed path analysis and t-test. The results of the study show that: (1) learning discipline has a positive and significant effect on learning interest with a path coefficient of 0.488 and a t-value of 5.536 > t-table 1.663, (2) reward has a negative and significant effect on learning interest with a path coefficient of -0.236 and a t-value of -2.946 > t-table 1.663, (3) parental support has a negative and significant effect on learning interest with a path coefficient of -0.168 and a t-value of -2.101 > t-table 1.663, (4) learning facilities have a positive and significant effect on learning interest with a path coefficient of 0.592 and a t-value of 7.132 > t-table 1.663, (5) learning discipline has a negative and significant effect on students’ academic achievement with a path coefficient of -0.284 and a t-value of -2.371 > t-table 1.663, (6) reward has a negative and significant effect on students’ academic achievement with a path coefficient of -0.244 and a t-value of -2.391 > t-table 1.663, (7) parental support has a positive and significant effect on students’ academic achievement with a path coefficient of 0.404 and a t-value of 3.884 > t-table 1.663, (8) learning facilities have a negative and significant effect on students’ academic achievement with a path coefficient of -0.269 and a t-value of -2.019 > t-table 1.633, and (9) learning interest has a positive and significant effect on students’ academic achievement with a path coefficient of 0.536 and a t-value of 3.879 > t-table 1.975.
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) in Press
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.
Pengaruh Disiplin Belajar, Kepercayaan Diri, Kemampuan Berpikir Kritis, Lingkungan Keluarga dan Teman Sebaya Terhadap Prestasi Belajar Siswa Kelas VII Pada Mata Pelajaran IPS Terpadu di Smpn 2 Bonjol Nova Sofia Anita; Jolianis; Fifi Yasmi
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.v7i4.12559

Abstract

Penelitian ini bertujuan untuk menganalisis : 1).Pengaruh Disiplin Belajar terhadap prestasi belajar 2). Pengaruh kepercayaan diri terhadap prestasi belajar 3). Pengaruh kemampuan berpikir kritis Terhadap Prestasi Belajar 4). Pengaruh lingkungan keluarga terhadap prestasi belajar, 5).pengaruh teman sebaya terhadap prestasi belajar, 6).Pengaruh disiplin belajar, kepercayaan diri, kemampuan berpikir kritis, lingkungan keluarga dan teman sebaya terhadap prestasi belajar. Jenis penelitian yang digunakan dalam penelitian ini adalah deskriptif asosiatif, populasi dalam penelitian ini adalah seluruh siswa kelas VII pada mata pelajaran IPS terpadu di SMP Negeri 2 Bonjol. Teknik pengambilan sampel yang digunakan adalah Total Sampling dengan jumlah sampel sebanyak 86 siswa. Penelitian ini dilakukan pada bulan juni. Teknik analisis data yang digunakan adalah teknik analisis deskriptif dengan analisis induktif dengan bantuan program SPSS, Review dan menggunakan regresi linier berganda. Hasil penelitian menunjukkan bahwa : Pertama disiplin belajar berpengaruh positif dan signifikan secara parsial terhadap prestasi belajar, dimana ditunjukkan oleh nilai koefisien sebesar, 0,170 diperoleh nilai thitung sebelum 11,232 > ttabel sebesar 1,664 dengan nilai signifikan 0,000 < = 0,05. Kedua kepercayaan diri berpengaruh positif dan signifikan secara parsial terhadap prestasi belajar, hal ini ditunjukkan bahwa nilai koefisien 0,268 diperoleh nilai thitung sebesar 7,543 > ttabel sebesar dengan nilai signifikan sebesar  ttabel sebesar 1,644 dengan nilai signifikan 0,000 < = 0,05, Ketiga kemampuan berpikir kritis berpengaruh positif dan signifikan secara parsial terhadap prestasi belajar, dengan nilai koefisien sebesar 0,113 diperoleh nilai thitung sebesar 15,528 > ttabel sebesar 1,664, dengan nilai signifikan 0,000 < = 0,05. Keempat Lingkungan Keluarga berpengaruh positif dan signifikan secara parsial terhadap prestasi belajar, ditunjukkan nilai koefisien sebesar 0,212 dengan nilai thitung sebesar 15,401 ttabel sebesar 1,644 dengan nilai signifikan 0,000 < =0,05. Kelima teman sebaya berpengaruh positif dan signifikan secara parsial terhadap prestasi belajar, ditunjukkan nilai koefisien sebesar 0,106 dengan nilai thitung sebesar 2,801 dengan ttabel sebesar 1,664, dengan nilai signifikan 0,000 > 0,= 0,05. Keenam disiplin belajar, kepercayaan diri, kemampuan berpikir kritis, lingkungan keluarga dan teman sebaya berpengaruh positif dan signifikan secara bersama -sama terhadap prestasi belajar siswa. Artinya semakin baik disiplin belajar, kepercayaan diri, kemampuan berpikir kritis, lingkungan keluarga dan teman sebaya maka  prestasi belajar juga akan meningkatkan. Hal ini ditunjukkan oleh koefisien nilai Fhitung 267,02 > Ttabel sebesar 2,33 dengan nilai signifikan 0,000 > a = 0,05. Hal ini berati Ho ditolak Ha diterima.
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 Desi Areva Dini, Jelvita Dwinda, Lovelly Eka Puspita Sari Elbert Hutabri Febri Yanti Fitria Kasih Fransiska Gushaeni Hutabri, Elbert Iqsan Oknanta Saputra JAE123 JAE123 Jaenam Jaenam Jolianis Jolianis ME S.Pd Joni Adison Khodija Liza Husnita Lovelly Dwinda Dahen Miarda Fitri mona amelia, mona Mulyati Mulyati Nadya Pransisca Putri Nova Sofia Anita Ratna Redeni Susanti Renny Risdawati Resiana Resiana Rici Kardo, Rici rika verawati, rika Risca Alvina Yuliani Safitri Sari, Puja Hardina Sofia Edriati Stevani Suci Sriwahyuni Sumarni, Gusri Syahrizal Syahrizal Thomson Mary, Thomson Triyono, Triyono Utia Rahma Vivina Eprillison Yasmin Zahra