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Stevani Stevani
Faculty Of Economic And Business, Universitas PGRI Sumatera Barat, Indonesia
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Journal : jpled

 1 
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.
THE INFLUENCE OF STUDENTS' POTENTIAL, LEARNING QUALITY, SCHOOL ENVIRONMENT, AND LEARNING MEDIA THROUGH LEARNING DISCIPLINE AS AN INTERVENING VARIABLE ON STUDENTS' LEARNING ACHIEVEMENT IN PHASE E IN ECONOMICS SUBJECT AT SMAN 3 LUBUK BASUNG Maharani Putri; Vivina Eprillison; Stevani
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.v6i3.1207

Abstract

This type of research is quantitative. The population in this study is all phase E students of SMAN 3 Lubuk Basung, totaling 118 people. Sampling was carried out using a simple random sampling technique. The instrument used for the research was a closed questionnaire, analyzed using path analysis and hypothesis testing with t-tests and F-tests. The research results show that 1) there is an influence of student potential (X1) on learning achievement (Y) with a path coefficient value of student potential of 0.349 and a t-value of 4.500 > t-table of 1.981, 2) there is an influence of learning quality (X2) on learning achievement (Y) with a path coefficient value of learning quality of 0.225 and a t-value of 3.509 > t-table of 1.981, 3) there is an influence of school environment (X3) on learning achievement (Y) with a path coefficient value of school environment of 0.208 and a t-value of 2.051 > t-table of 1.981, 4) there is an influence of learning media (X4) on learning achievement (Y) with a path coefficient value of learning media of 0.191 and a t-value of 2.350 > t-table of 1.981. 5) There is an influence of learning discipline (X5) on learning achievement (Y) with a path coefficient of learning discipline at 0.188 and a t-value of 2.740 > t-table value of 1.981, 6) There is an influence of student potential (X1) on learning discipline (X5) with a path coefficient of student potential at 0.230 and a t-value of 2.208 > t-table value of 1.981, 7) There is no influence of learning quality (X2) on learning discipline (X5) with a path coefficient of learning quality at 0.065 and a t-value of 0.746 < t-table value of 1.981, 8) There is an influence of school environment (X3) on learning discipline (X5) with a path coefficient of school environment at 0.366 and a t-value of 4.055 > t-table value of 1.981, , 9) there is no effect of the learning media (X4) on learning discipline (X5) with a path coefficient value for the work environment of 0.158 and a t-value of 1.430 < t-table value of 1.981.
PENGARUH GAYA BELAJAR, MINAT BELAJAR, KURIKULUM MERDEKA, DAN LINGKUNGAN SEKOLAH, TERHADAP HASIL BELAJAR, SISWA KELAS X PADA MATA PELAJARAN EKONOMI MELALUI MOTIVASI BELAJAR SEBAGAI VARIABEL INTERVENING DI SMA N 1 SIPORA Riani Rahmawati; Jimi Ronald; Stevani
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.v6i3.1209

Abstract

This study aims to analyze the effects of learning styles, learning interest, the Independent Curriculum (Kurikulum Merdeka), and the school environment on students’ learning outcomes through learning motivation as an intervening variable in the Economics subject for Grade X students at SMA Negeri 1 Sipora in the 2024/2025 academic year. This research employed a quantitative approach with an associative design. The population consisted of all Grade X students totaling 157 students, and the sample was selected using proportional random sampling. Data were collected through Likert-scale questionnaires and documentation of students’ learning outcomes. The data were analyzed using path analysis with the assistance of SPSS software. The results indicate that: (1) learning styles have a positive and significant effect on learning motivation; (2) learning interest has a positive and significant effect on learning motivation; (3) the Independent Curriculum has a positive effect on learning motivation; (4) the school environment has a significant effect on learning motivation; (5) learning motivation has a positive and significant effect on learning outcomes; and (6) learning motivation mediates the effects of learning styles, learning interest, the Independent Curriculum, and the school environment on learning outcomes.
The Influence of Students' Perceptions of Teachers' Teaching Methods, Learning Styles, Locus of Control, Family Environment, and Peer Environment on the Learning Achievement of Class XI Students in Economics Nisa Ilhafiza; Yosi Eka Putri; Stevani
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.v5i4.801

Abstract

This study aims to determine: 1) the effect of students' perceptions of teachers' teaching methods on students' academic achievement, 2) the effect of learning styles on students' academic achievement, 3) the effect of locus of control on students' academic achievement, 4) the effect of family environment on students' academic achievement, 5) the effect of peer environment on students' academic achievement, and 6) the combined effect of students' perceptions of teachers' teaching methods, learning styles, locus of control, family environment, and peer environment on students' academic achievement. This research was conducted in August 2025. The type of research is descriptive and associative. The population studied consists of all 77 Grade XI students at SMA Negeri 1 Hiliran Gumanti, selected using total sampling technique. Data were collected through a questionnaire that has been tested for validity and reliability, as well as documentation of students' grades. Data analysis was performed using Multiple Linear Regression, employing t-tests and F-tests. The results of the study, assisted by SPSS and Eviews software, indicate that: (1) students' perceptions of teachers' teaching methods have a positive and significant effect on academic achievement with a coefficient value of 0.355, where the t-value is 2.149 > t-table 1.665, (2) students' learning styles have a positive and significant effect on academic achievement with a coefficient value of 0.255, where the t-value is 2.576 > t-table 1.665, (3) locus of control has a positive and significant effect on academic achievement with a coefficient value of 0.311, where the t-value is 2.298 > t-table 1.665, (4) family environment has a positive but not significant effect on academic achievement with a coefficient value of 0.204, where the t-value is 1.276 < t-table 1.665, (5) peer environment shows a positive and significant effect on academic achievement with a coefficient value of 0.357, where the t-value is 2.308 > t-table 1.665, and (6) collectively, the influence of students' perceptions of teachers' teaching methods, learning styles, locus of control, family environment, and peer environment has a significant effect on students' academic achievement, where the F-value is 16.555 > F-table 2.34.
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.
Co-Authors Dessyta Gumanti Dina Amaluis Dona Darmayuni Fifi Yasmi jimi ronald, jimi Jolianis ME S.Pd Lovelly Dwinda Dahen Lucy Oktaviani Maharani Putri Meri Rayanti mona amelia, mona Nada - Uljannah Nisa Ilhafiza Nisha Selvia putri meliza sari, putri meliza Rahmania, Meri Riani Rahmawati rika verawati, rika Siti Humairah Vivina Eprillison Welya Azrianti Yosi Eka Putri Yuli Diniah Zilbakri Yuli Diniyah Zulbakri