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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
rika verawati, rika
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Pengaruh Kemandirian Belajar, Kepercayaan Diri, Peranan Teman Sebaya, Dukungan Orang Tua dan Lingkungan Sekolah Terhadap Hasil Belajar Siswa Kelas XI Pada Mata Pelajaran Ekonomi di SMA N 2 Pulau Punjung Resti Rian Rini Putri; Mona Amelia; Rika Verawati
JGK (Jurnal Guru Kita) Vol. 10 No. 1: Desember 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jgk.v10.i1.73122

Abstract

Permasalahan penelitian ini dilatarbelakangi oleh rendahnya hasil belajar siswa meskipun sekolah memiliki akreditasi A, terlihat dari rata-rata nilai Ujian Sekolah SMA Negeri 2 Pulau Punjung sebesar 51,77 yang lebih rendah dibanding sekolah lain di Kabupaten Dharmasraya. Penelitian ini bertujuan untuk mengetahui dan menganalisis pengaruh kemandirian belajar, kepercayaan diri, teman sebaya, dukungan orang tua, dan lingkungan sekolah terhadap hasil belajar siswa. Penelitian menggunakan pendekatan kuantitatif dengan jenis asosiatif. Subjek penelitian adalah 69 siswa kelas XI pada mata pelajaran ekonomi tahun ajaran 2024/2025 di SMA Negeri 2 Pulau Punjung. Teknik pengumpulan data dilakukan melalui observasi dan angket. Analisis data menggunakan regresi linier berganda dengan bantuan SPSS 21 dan EViews 9. Hasil penelitian menunjukkan bahwa kemandirian belajar (β=0,207; t=2,441; sig=0,017), kepercayaan diri (β=-0,311; t=-3,166; sig=0,002), teman sebaya (β=0,372; t=3,123; sig=0,003), dukungan orang tua (β=0,183; t=2,100; sig=0,040), dan lingkungan sekolah (β=0,352; t=3,495; sig=0,001) berpengaruh signifikan terhadap hasil belajar. Kesimpulannya, seluruh variabel memiliki pengaruh signifikan sehingga peningkatan hasil belajar perlu dilakukan secara terpadu melalui faktor internal dan eksternal siswa.
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) in Press
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) in Press
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.
Co-Authors Aldini, Felia Berti, Dinda Oktavia Candra, Andika Desi Areva Elfina Samoiri Fifi Yasmi Fitri, Merliya jimi ronald, jimi Khodija Lia Rahmi Lovelly Dwinda Dahen Marmieti Mesi Utami Miftahul Jannah mona amelia, mona Nada - Uljannah Nilmadesri Rosya Rahmadani, Ayu Rahmania, Meri Resti Rian Rini Putri Sari Bulan Selvia, Nisha Stevani Stevani Stevani Stevani, Stevani Welya Azrianti Yussyah, Leli