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Yewang, Markus U. K.
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Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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Pengaruh Penggunaan Media Sosial dan Disiplin Belajar Terhadap Prestasi Belajar Siswa Pada Mata Pelajaran Ekonomi di SMA Negeri 2 Kupang Padamai, Magdalena; Yewang, Markus U. K.; Loe, Andri Paulus
Journal Economic Education, Business and Accounting Vol 2 No 2 (2023): JEEBA (Journal Economic Education, Business and Accounting)
Publisher : Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/jeeba.v2i2.12575

Abstract

Konteks penelitian ini yaitu rendahnya prestasi belajar ekonomi siswa di SMAN 2 Kupang. Tingginya pengguna media sosial siswa ditambah kurangnya kedisiplinan siswa membentuk tujuan penelitian ini yaitu pengaruh penggunaan media sosial dan disiplin belajar terhadap prestasi belajar siswa. Populasi dalam penelitian berjumlah 141 siswa, sampel berjumlah 35 responden siswa kelas X IPS. Teknik pengambilan sampel Propotional Sampling. Analisis regresi linear berganda dipakai didalam penelitian ini, Y = 154,108-3,251 X1 + 3,115 X2 + e. Hasil penelitian menunjukan bahwa prestasi ekonomi siswa kelas X IPS SMAN 2 Kupang dipengaruhi secara signifikan oleh penggunaan media sosial dan disiplin belajar secara simultan dengan Fhitung > Ftabel (6,233>3,29) dan sig 0,008<0,05. Secara parsial penggunaan media sosial (X1) berpengaruh signifikan terhadap prestasi belajar ekonomi siswa kelas X IPS SMAN 2 Kupang (2,869>2,036), sig 0,007<0,05. Disiplin belajar (X2) berpengaruh positif signifikan terhadap prestasi belajar ekonomi siswa kelas X IPS SMAN 2 Kupang, (2,283>2,036), sig 0,029<0,05. Persentase pengaruh yang diberi variabel independen kepada variabel dependen 28% dan 72% dipengaruhi variabel lainnya.
Pengaruh Literasi Keuangan dan Pengendalian Diri (Self Control) terhadap Perilaku Menabung Mahasiswa Pendidikan Ekonomi Fakultas Keguruan Dan Ilmu Pendidikan Universitas Nusa Cendana Khan, Theresia Sri Windy; Yewang, Markus U. K.; Loe, Andri Paulus
Journal Economic Education, Business and Accounting Vol 4 No 2 (2025): JEEBA (Journal Economic Education, Business and Accounting)
Publisher : Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/jeeba.v4i2.22061

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan mahasiswa Pendidikan Ekonomi dalam mengelola keuangan secara tepat. Tujuan penelitian adalah untuk menganalisis pengaruh financial literacy dan self control terhadap perilaku menabung mahasiswa FKIP Ekonomi Universitas Nusa Cendana, baik secara parsial maupun simultan. Penelitian ini menggunakan pendekatan kuantitatif dengan populasi seluruh mahasiswa Program Studi Pendidikan Ekonomi angkatan 2021–2023 sebanyak 352 orang. Sampel ditentukan melalui teknik purposive sampling, berjumlah 92 orang. Data dikumpulkan menggunakan kuesioner terstruktur skala likert 1 sampai 5. Teknik analisis data menggunakan analisis regresi linear berganda melalui bantuan SPSS versi 27. Hasil penelitian menunjukkan bahwa financial literacy dan self control memiliki pengaruh positif dan signifikan terhadap perilaku menabung mahasiswa, baik secara parsial maupun simultan. Hasil penelitian ini menunjukkan bahwa peningkatan literasi keuangan dan pengendalian diri mahasiswa perlu diperkuat melalui pembelajaran serta pembiasaan manajemen keuangan agar mendorong perilaku menabung yang lebih baik.
Collaborative Strategy Integrating School Environment and Self-Efficacy for Strengthening Metacognitive Competence and Learning Independence Yewang, Markus U. K.; Saragih, Fernando; Loe, Andri Paulus; Mau Manek, Alfridus; Butar-Butar, Agustina; Sasea, Tirtania
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 10 No 3 (2025): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v10i3.8262

Abstract

This study examines the influence of the school environment on students’ independent learning, with self-efficacy and metacognitive skills functioning as sequential mediators among senior high school students in Malaka Regency. Employing an explanatory survey design, data were collected from Grade XI students across six purposively selected schools representing twelve districts. The structured questionnaire comprised 41 items measured on a 5-point Likert scale and assessed four constructs: school environment, self-efficacy, metacognitive skills, and independent learning. Data analysis was conducted using the PROCESS Macro (Model 6) in SPSS 23. The results indicate that the school environment has a significant effect on self-efficacy (β = 0.2137, p = 0.0017) and independent learning (β = 0.1794, p = 0.0066), whereas its influence on metacognitive skills is not significant (β = −0.0241, p = 0.7542). Additionally, self-efficacy does not significantly affect metacognitive skills (β = 0.1354, p = 0.0731) or independent learning (β = −0.0125, p = 0.8468). In contrast, metacognitive skills exert a significant positive influence on independent learning (β = 0.2365, p = 0.0001). The total effect of the school environment on independent learning remains significant (β = 0.1779, p = 0.0077), although the indirect effects through the mediating variables are not statistically significant. These findings suggest that a supportive and well-structured school environment directly enhances students’ independent learning more effectively than indirect psychological pathways. It is recommended that educational institutions further strengthen their learning environments and incorporate metacognitive skill development to promote students’ self-regulation and autonomy.
Co-Authors Butar-Butar, Agustina Fernando Saragih Khan, Theresia Sri Windy Loe, Andri Paulus Mau Manek, Alfridus Padamai, Magdalena Sasea, Tirtania