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All Journal Jurnal Studi Guru dan Pembelajaran Journal of Classroom Action Research Warta Pengabdian Andalas: Jurnal Ilmiah Pengembangan Dan Penerapan Ipteks JGK (Jurnal Guru Kita) JPLED Jurnal Horizon Pendidikan
Desi Areva
Fakultas Ekonomi Dan Bisnis, Universitas PGRI Sumatera Barat
Arts Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Social Sciences Other

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Journal : jpled

 1 
The Influence of Learning Styles, Self-Efficacy, Learning Facilities, and Parental Support on the Academic Achievement of Class X Students in Economics with Learning Discipline as a Moderating Variable Fatima Azzahra; Desi Areva; Meri Rahmania
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.v6i2.846

Abstract

This study aims to analyze the influence of learning styles, self-efficacy, learning facilities, and parental support on students’ learning achievement in Economics subject among tenth-grade students at SMA Negeri 10 Sijunjung, with learning discipline as a moderating variable. This research employed a quantitative approach with an associative method. The population consisted of 205 students, and a sample of 94 students was selected using stratified random sampling. Data were collected through a closed questionnaire, and the analysis was conducted using path analysis, t-test, and moderation analysis with the help of SPSS 22 and EViews 9 software. The results revealed that (1) learning style significantly influences learning achievement, (2) self-efficacy significantly influences learning achievement, (3) learning facilities significantly influence learning achievement, (4) parental support significantly influences learning achievement, (5) learning discipline significantly influences learning achievement, and (6) learning discipline moderates the relationship between learning style, self-efficacy, learning facilities, and parental support with learning achievement.
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 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 Andika Candra Fatima Azzahra Fifi Yasmi Gustia Harini Hijrah Safitri Jelvita Dini jimi ronald, jimi Krisya Wahyu Kinarsih Lovelly Dwinda Dahen Nora Susanti Nurlia Maryusda putri meliza sari, putri meliza Rahmania, Meri Rahmatan Penta Wiza Resi Fitri rika verawati, rika Suci Sriwahyuni Wati Wati Yesi Indrayeni Yola Afrianti