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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Inovasi Pendidikan Ekonomi Jurnal Pendidikan, Sains dan Teknologi JGK (Jurnal Guru Kita) JPLED Jurnal Horizon Pendidikan RANGKIANG: Jurnal Pengabdian Pada Masyarakat
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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.
PENGARUH PERSEPSI SISWA TENTANG GAYA MENGAJAR GURU, MINAT BELAJAR, GAYA BELAJAR, DUKUNGAN SOSIAL DAN LINGKUNGAN KELUARGA TERHADAP PRESTASI BELAJAR SISWA PADA MATA PELAJARAN EKONOMI DI MAN 6 PASAMAN BARAT Lia Rahmi; Stevani; 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.v6i1.818

Abstract

This study aims to determine the influence of students' perceptions of teacher teaching styles, learning interests, learning styles, social support, and family environment on student achievement in economics at MAN 6 West Pasaman. This study uses an associative approach. The population was grades 10 and 11 students in economics at MAN 6 West Pasaman. The sampling technique used was total sampling. The results of this study indicate a significant influence between student perceptions of teacher teaching styles, learning interests, learning styles, social support, and family environment on student achievement, with an F-value of 19.268 > F-table 2.32 and a significance value of 0.000 <0.05.
The Influence of Tutoring, Parental Attention, Self-Efficacy, Study Habits, and Learning Facilities on Student Achievement in Integrated Social Studies Subjects Miftahul Jannah; Mona Amelia; 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.v6i1.833

Abstract

This study is motivated by the importance of improving student achievement in Social Science subjects, which still shows incompleteness at SMPN 11 Sarolangun. Learning achievement is influenced by internal and external factors such as learning guidance, parental attention, self-efficacy, study habits, and learning facilities. The purpose of this study is to analyze the influence of these factors, both partially and simultaneously, on student achievement. This research employed a quantitative associative approach with a population of 82 students from grades VII and VIII, all selected using total sampling. Data were collected through validated and reliable questionnaires and documentation of students’ academic scores. Data analysis was conducted using multiple linear regression with SPSS and EViews. The results indicate that learning guidance, self-efficacy, study habits, and learning facilities significantly affect learning achievement, whereas parental attention shows a positive but not significant effect. Simultaneously, the five variables significantly influence learning achievement with an R² of 0.547, indicating that 54.7% of the variance in achievement is explained by the studied variables, while 45.3% is influenced by other factors.
The Influence of Learning Styles, Discipline, Interest, and Environment on the Learning Outcomes of Class X Phase E in Economics Subject Elfina Samoiri; Jimi Ronald; Rika Verawati
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.v6i2.856

Abstract

This study aims to examine the influence of learning style, learning discipline, learning interest, parental education level, and school environment on the learning outcomes of Grade X Phase E students in Economics at SMA Negeri 1 Sipora. The research used a quantitative method with a sample of 89 students, and data were collected using questionnaires. The results showed that all five variables had a positive and significant effect on learning outcomes. Partially, each variable had a t-value greater than the t-table. Simultaneously, the F-value was 14.743 > 2.48 with a significance value of 0.000 < 0.05, indicating that all variables together significantly affected students’ learning outcomes.
Factors Affecting Students' Economics Learning Outcomes Marmieti; Rika Verawati; Lovelly Dwinda Dahen
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.v6i2.858

Abstract

This study aims to analyze the influence of learning independence, learning discipline, parental attention, teaching style, and school environment on students’ learning outcomes in Economics at SMA Negeri 1 Sipora. The research employed a quantitative approach with a descriptive-associative method. The population consisted of 114 tenth-grade students, with a sample of 89 students selected through stratified random sampling. Data were collected using a closed questionnaire and analyzed using multiple linear regression. The results showed that partially: learning independence had a significant effect on learning outcomes (β=0.056; t=2.228>1.988), learning discipline had a significant effect (β=0.119; t=2.275>1.988), parental attention had a significant effect (β=0.184; t=4.504>1.988), teaching style had a significant effect (β=0.104; t=3.061>1.988), and school environment also had a significant effect (β=0.073; t=2.799>1.988). Simultaneously, the five variables significantly influenced learning outcomes with F=23.473>2.48. These findings emphasize that student learning outcomes are determined not only by internal factors but also by external factors.
THE INFLUENCE OF LEARNING FACILITIES, LEARNING STYLES, STUDENT ACTIVITY, PARENTING PATTERNS, AND THE USE OF GADGETS ON THE LEARNING OUTCOMES OF EIGHTH GRADE STUDENTS IN SOCIAL STUDIES SUBJECTS AT SMP NEGERI 5 LINGGO SARI BAGANTI, PESISIR SELATAN REGENCY Witri Fauziah; Rika Verawati; Meri Rahmania
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.v6i3.1214

Abstract

This type of research is associative descriptive research. The population in the study is eighth-grade students at SMP Negeri 5 Linggo Sari Baganti totaling 95. The sample consists of 95 people, with the sampling technique using Probability Sampling. The data analysis techniques used are descriptive analysis and path analysis, with the assistance of SPSS version 16.0. The research results show that 1) learning facilities have a positive and significant effect on learning outcomes, with a path coefficient of 0.602 and a t-value of 3.504 > the table t of 1.668, 2) learning styles have a positive and significant effect on learning outcomes, with a path coefficient of 0.352 and a t-value of 3.428 > the table t of 1.668, 3) student activeness has a positive and significant effect on learning outcomes, with a path coefficient of 0.511 and a t-value of 3.631 > the table t of 1.668. 4) Parental parenting styles have a positive and significant effect on learning outcomes, with a path coefficient value of 0.365 and a calculated t-value of 4.664 > table t-value of 1.668, 5) Gadget usage has a positive and significant effect on learning outcomes, with a path coefficient value of 0.385 and a calculated t-value of 3.297 > table t-value of 1.668, 6) Learning facilities, learning styles, student activeness, parental parenting styles, and gadget usage together have a significant effect on learning outcomes. This is proven by research results which state that the calculated F-value is 18.006 > table F-value of 2.36 and the significance value is 0.000 > 0.05.
PENGARUH MINAT BELAJAR, PERSEPSI SISWA TENTANG MEDIA PEMBELAJARAN, LINGKUNGAN KELUARGA DAN FASILITAS BELAJAR TERHADAP PRESTASI BELAJAR MELALUI DISIPLIN BELAJAR SEBAGAI VARIABEL INTERVENING KELAS XI F PADA MATA PELAJARAN EKONOMI Yesi Indrayeni; Desi Areva; Rika Verawati
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.v6i3.1221

Abstract

This study aims to analyze the influence of learning interest, students’ perceptions of instructional media, family environment, and learning facilities on learning achievement through learning discipline as an intervening variable in Economics subjects for Grade XI students at SMAN 1 Batipuh. This research employed an associative design with a quantitative approach. The research population consisted of 67 students of class XI F, and the sampling technique used was stratified random sampling based on parents’ income levels. The research instrument was a questionnaire that had been tested for validity and reliability. The data analysis techniques included path analysis and t-tests for hypothesis testing. The results indicate that: (1) learning interest has a significant effect on learning discipline (β = 0.313; sig. 0.000); (2) students’ perceptions of instructional media have a significant effect on learning discipline (β = 0.663; sig. 0.000); (3) family environment has a significant effect on learning discipline (β = 0.442; sig. 0.000); (4) learning facilities have a significant effect on learning discipline (β = 0.549; sig. 0.000); (5) learning discipline has a significant effect on learning achievement (β = 0.410; sig. 0.000); and all exogenous variables have significant effects on learning achievement, both directly and indirectly through learning discipline. Learning discipline is proven to function as an intervening variable that strengthens the relationship between internal and external factors and learning achievement.
The Influence of Self-Efficacy, School Environment, and Peers on the Learning Outcomes of Eleventh-Grade Students Thru Learning Discipline and Learning Interest as Intervening Variables in Economics Subjects Welya Azrianti; Stevani; 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.v5i4.829

Abstract

This study aims to analyze the influence of self-efficacy, school environment, and peer relationships on the academic achievement of eleventh-grade students at SMAN 3 Bukittinggi, with study discipline and learning interest as intervening variables. The research employs a quantitative approach with a population of 86 students, utilizing total sampling techniques and a closed questionnaire as the instrument. Data analysis is conducted through path analysis and hypothesis testing using the t-test. The results indicate that: (1) self-efficacy significantly affects academic achievement; (2) the school environment significantly affects academic achievement; (3) peer relationships significantly affect academic achievement; (4) study discipline does not significantly affect academic achievement; (5) learning interest significantly affects academic achievement; (6) self-efficacy, school environment, and peer relationships significantly influence both study discipline and learning interest; (7) learning interest significantly affects study discipline. Thus, the intervening variables (study discipline and learning interest) strengthen most of the effects of the independent variables on academic achievement.
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 Andika Candra; 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.
Co-Authors Aldini, Felia Andika Candra Berti, Dinda Oktavia Desi Areva Desi Areva Elfina Samoiri Fifi Yasmi Fitri, Merliya jimi ronald, jimi Khodija Lia Rahmi Lovelly Dwinda Dahen Marmieti Meri Rayanti Mesi Utami MIFTAHUL JANNAH Mona Amelia mona amelia, mona Nada - Uljannah Nilmadesri Rosya Nisha Selvia putri meliza sari, putri meliza Rahmadani, Ayu Rahmania, Meri Resti Rian Rini Putri Sari Bulan Stevani Stevani Stevani Stevani, Stevani Welya Azrianti Witri Fauziah Yesi Indrayeni Yosi Eka Putri Yussyah, Leli