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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI International Journal of Social Science and Business Jurnal Kajian Pendidikan Ekonomi Jurnal Ecoment Global: Kajian Bisnis dan Manajemen Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Inovasi Pendidikan Ekonomi Rangkiang: Jurnal Pengabdian Pada Masyarakat Journal of Classroom Action Research Prosiding Conference on Research and Community Services Jurnal AKMAMI (Akuntansi Manajemen Ekonomi) Unri Conference Series: Community Engagement International Journal of Educational Research and Social Sciences (IJERSC) Jurnal Pendidikan PKn Jurnal Kajian Ilmu Pendidikan (JKIP) JPLED Jurnal Horizon Pendidikan Economica: Journal of Economic and Economic Education RANGKIANG: Jurnal Pengabdian Pada Masyarakat Jurnal Sadewa: Publikasi Ilmu Pendidikan, Pembelajaran dan Ilmu Sosial Journal of Authentic Research SAKOLA: Journal of Sains Cooperative Learning and Law Education Curiosity Jurnal Ekonomi Dan Bisnis
jimi ronald, jimi
Universitas PGRI Sumatra Barat
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Journal : jpled

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THE EFFECT OF THE INDEPENDENT LEARNING CURRICULUM, SELF-EFFICACY, STUDENTS LEARNING STYLES, PEERS, AND LEARNING FACILITIES ON STUDENTS LEARNING ACHIEVEMENT IN ECONOMICS SUBJECT IN GRADE XI PHASE F AT SMA N 2 LUBUK SIKAPING Derusman, Riyan; Jimi Ronald; Dina Amaluis
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.v6i1.823

Abstract

This study aims to analyze: 1) The effect of the Merdeka Belajar Curriculum on learning achievement, 2) The effect of self-efficacy on learning achievement, 3) The effect of students' learning styles on learning achievement, 4) The effect of learning peers on learning achievement, 5) The effect of learning facilities on learning achievement. The type of research used in this study is associative/quantitative research. The research was conducted in July 2025. The population in this study was all 11th grade students in economics at SMAN 2 Lubuk Sikaping. The sample in this study consisted of 80 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 there is a significant influence between the Merdeka Belajar Curriculum and academic achievement. This can be seen from the calculated t-value of -3.640 < the table t-value of 1.992, while the significance value is 0.000 < 0.005, meaning that the Merdeka Belajar Curriculum has a significant influence on students' academic achievement. X2 shows that the calculated t-value is 2.064 > the table t-value of 1.992, while the significance value is 0.0043 > 0.005, meaning that self-efficacy has a significant effect on academic achievement. The research results show a significant influence between X3 learning style and academic achievement, as seen in the calculated t-value of 2.074 > t-table value of 1.992, while the significance value is 0.0042 > 0.005, meaning that learning style has a significant influence on academic achievement. Based on the research results, there is a significant influence between learning style and academic achievement of students in class XI F at SMAN 2 Lubuk Sikaping. This can be seen from the calculated t-value of -7.132 < t-table value of 1.992, while the significance level is 0.001 < 0.005, meaning that X4 peer influence significantly affects academic achievement. There is a significant influence between X5 learning facilities and the academic achievement of students in class XI F at SMAN 2 Lubuk Sikaping. This can be seen from the calculated t-value of 3.611 < t-table value of 1.992, while the significance value is 0.00 < 0.005, meaning that learning facilities significantly influence academic achievement.
The Influence of Achievement Motivation, Learning Creativity, Digital Literacy, Library Utilization, Student Perception of Teacher Teaching Style Variation, and Learning Media Usage on the Learning Achievement of 11th Grade Students in Economics Subject Dedeh Kurnia Ningsih; Ansofino; Jimi Ronald
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.v6i1.834

Abstract

Learning achievement is a key indicator of educational success. This study aims to analyze the effect of achievement motivation, learning creativity, digital literacy, library utilization, perception of teachers’ teaching style variation, and the use of instructional media on the academic achievement of grade XI students at SMAN 1 VII Koto Sungai Sarik in Economics subject. This research employed a quantitative associative approach. The population was all grade XI students totaling 190. A sample of 64 respondents was selected using stratified random sampling. The instruments used were questionnaires tested for validity and reliability, as well as documentation of Economics report card scores. Data were analyzed using multiple linear regression with SPSS and EViews. The findings show that achievement motivation, learning creativity, digital literacy, library utilization, teaching style variation, and instructional media usage significantly and positively influence learning achievement, both partially and simultaneously. The F-test value = 9.032 is greater than F-table (2.24) with significance < 0.05, and R² indicates a strong explanatory contribution.
The Influence of Study Time, School Rules, Curiosity, Family Social Interaction, and Learning Facilities on the Learning Outcomes of Class X Students in Economics Subjects Nur Ida Fatini; Jimi Ronald; Mona Amelia
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.v6i1.835

Abstract

This study aims to analyze the influence of study time, school rules, curiosity, family social interaction, and learning facilities on the learning outcomes of tenth-grade students in Economics subjects at SMAN 16 Padang. This research employed a quantitative approach with a survey method using questionnaires. The population consisted of 120 students, and the sampling technique applied was total sampling. Data analysis was conducted using multiple linear regression. The results showed that all five independent variables (study time, school rules, curiosity, family social interaction, and learning facilities) significantly influenced students’ learning outcomes, both partially and simultaneously. This was evidenced by the significance values of each variable (sig < 0.05) and the F-test result of 361.327 with sig 0.000 < 0.05. Therefore, it can be concluded that these internal and external factors play an important role in improving students’ learning outcomes.
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.
The Influence of Learning Difficulties, Teacher's Teaching Creativity, Parents' Education Level and Occupation on the Learning Outcomes of 10th Grade Students in Economics Through Learning Motivation as an Intervening Variable Icha Agustryani; Jimi Ronald; Ansofino
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.v6i3.1178

Abstract

This study aims to analyze the effect of learning difficulties, teachers’ teaching creativity, parents’ educational level, and parents’ occupation on students’ learning outcomes through learning motivation as an intervening variable. This research employed a quantitative approach with a population consisting of all tenth-grade students of SMA Negeri 1 Sipora Selatan in the 2024/2025 academic year, totaling 95 students. The sampling technique used was proportional random sampling. The research instrument was a closed-ended questionnaire, and the data were analyzed using path analysis as well as hypothesis testing through t-test and F-test. The results indicate that learning difficulties, teachers’ teaching creativity, parents’ educational level, and parents’ occupation have a significant effect on students’ learning outcomes, both directly and indirectly through learning motivation. Learning motivation was proven to have a significant effect on students’ learning outcomes. These findings suggest that improving students’ learning outcomes can be achieved by reducing learning difficulties, enhancing teachers’ teaching creativity, and strengthening family support through parents’ education and occupation.
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 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.
Bahasa Inggris Yoga Ramadhanu; Lovelly Dwinda Dahen; Jimi Ronald
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.v5i4.780

Abstract

This study aims to determine 1) the effect of critical thinking skills on academic achievement, 2) the effect of critical thinking skills through learning interest as an intervening variable on academic achievement, 3) the effect of learning independence on academic achievement, 4) the effect of learning independence through learning interest as an intervening variable on academic achievement, 5) the effect of family environment on academic achievement, 6) the effect of family environment through learning interest as an intervening variable on academic achievement, 7) the effect of learning facilities on academic achievement, 8) the effect of learning facilities through learning interest as an intervening variable 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 324 eighth-grade students at SMP N 1 Lubuk Sikaping. Sampling was conducted using proportional random sampling with a sample size of 175 people. The data analysis techniques used were descriptive analysis and path analysis, with the assistance of Eviews 8 and SPSS version 20.0. The research results showed that: 1) there is a positive and significant effect of critical thinking ability on academic achievement, with a path coefficient value of 0.340 and a t-value of 10.882 > t-table 1.653. 2). There is a negative and significant influence of learning independence on academic achievement, with a path coefficient of -0.347 and a t-value of -9.847 > t-table 1.653. 3). There is a negative and significant effect of family environment on academic achievement, with a path coefficient of -0.161 and a t-value of -4.841 > t-table 1.653. 4). The negative and significant effect of learning facilities on academic achievement, with a path coefficient value of -0.117 and a t-value of 3.273 > t-table 1.653. 5). The negative and significant effect of learning interest on academic achievement, with a path coefficient value of -0.582 and a t-value of -16.141 > t-table 1.653. 6). The positive and significant effect of critical thinking ability on learning interest with a path coefficient value of 0.129 and a t-value of 1.958 > t-table 1.653. 7). The positive and significant effect of learning independence on learning interest with a path coefficient value of 0.268 and a t-value of 3.722 > t-table 1.653. 8). The positive and significant effect of family environment on learning interest with a path coefficient value of 0.154 and a t-value of 2.213 > t-table 1.653. 9). The positive and significant effect of learning facilities on learning interest with a path coefficient value of 0.239 and a t-value of 3.242 > t-table 1.653.
The Influence of Student Characteristics, Student Readiness to Learn, Learning Concentration, Teacher Teaching Quality, and Educational Costs on the Learning Achievement of Class X E Students in Economics Subject Guspina Rinawati Sababalat; Jimi Ronald; 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.v6i2.857

Abstract

This research aims to determine: The influence of student characteristics, student readiness to learn, learning concentration, teacher teaching quality, and education costs on the learning achievement of class X E students in Economics at SMA Negeri 2 Sipora, Mentawai Islands Regency.
The Influence of Learning Styles, Learning Environment, Learning Facilities, and Learning Interest on the Academic Achievement of Class X E Students in Economics Thru Study Habits as an Intervening Variable Salminar Sababalat; Citra Ramayani; Jimi Ronald
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.v6i2.859

Abstract

This study aims to analyze the influence of learning styles, learning environment, learning facilities, and learning interest on students’ academic achievement through learning habits as an intervening variable. The research was conducted on class X E students of SMA Negeri 2 Sipora, Mentawai Islands Regency, with a population of 271 students and a sample of 136 students selected using proportional random sampling. The research method applied was quantitative with an associative approach. Data analysis techniques included descriptive analysis and path analysis using IBM SPSS Statistics 22. The findings revealed that: (1) learning styles had no significant effect on learning habits; (2) the learning environment had a significant effect on learning habits; (3) learning facilities had no significant effect on learning habits; (4) learning interest had no significant effect on learning habits; (5) learning styles had no significant effect on academic achievement; (6) learning habits had no significant effect on academic achievement; (7) the learning environment had no significant effect on academic achievement; (8) learning facilities had no significant effect on academic achievement; and (9) learning interest had no significant effect on academic achievement.
Co-Authors Alfattory Rheza Syahrul, Alfattory Rheza Amluis, Dina Anggraini Putri, Vivi Ansofino Ansofino Ansofino Ansofino Ansofino Azahra, Yola Cahyani Lubis, Gebi Citra Ramayani Dedeh Kurnia Ningsih Dellya Taf Vera * Derusman, Riyan Desi Areva Desi Areva Dina Amaluis Dio Fernando Elfina Samoiri Erita Erita Fifi Yasmi Fitri, Merliya Guspina Rinawati Sababalat Hidayatul Fajri Hijrah Safitri Icha Agustryani Ine Mai Sintia Irwan Jefri Irwanto Jolianis Jolianis ME S.Pd Kaksim Karel Sumayasa Lovelly Dwinda Dahen Maharani, Dewi Mailisna, Sartiwi Mareta Kemala Sari Marwan Marwan Mona Amelia mona amelia, mona Muhammad Azizi* Ningsih, Rani Oktafia Nisha Selvia Nora Susanti Nova Oktaviani Harnes Nur Aini Nur Ida Fatini pratama, Indra Mulia Putri, Radiyatul Nadiya Putri, Riri Aulia Rahmadani, Putri Silvia Ramadhani, Sekar Ayu Raudhatul Jannah Riani Rahmawati rika verawati, rika Rizka, Yusfar Miftahur Salminar Sababalat Saprilla Saprilla Sati, Putri Laras Sefra Nelta Siti Latifah Sri Wahyuni Sri Wahyuni Stevani Stevani Stevani Stevani Stevani Stevani, Stevani Sumpia, Marta Syailendra Eka Saputra Vera, Rika Vivina Eprillison Wahyuni, Sri Willy Septiani Putri Wulansari, Siska Yesmira Syamra, Yesmira Yoga Ramadhanu Yosi Eka Putri Zulaini, Welnesa Zusmelia Zusmelia