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All Journal INCARE Journal International Dakwah and Communication
Agustanti, Anisa
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Religion Computer Science & IT Decision Sciences, Operations Research & Management Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Relationship Between Social Skills and Social Support with Peers' Academic Confidence on Boarding High School Students Agustanti, Anisa; Astuti, Kamsih
Journal International Dakwah and Communication Vol. 2 No. 2 (2022)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (254.909 KB) | DOI: 10.55849/jidc.v2i2.201

Abstract

This study aims to determine: 1) the relationship between social skills and academic self-confidence in students, 2) the relationship between peer social support and academic self-confidence, and 3) the relationship between social skills and peer social support and academic self-confidence in students. The population of this study was 149 students of Boarding High School who were determined by cluster random sampling technique. The measuring instrument used is the social skills scale, the peer social support scale, and the academic self-confidence scale, arranged according to the Likert Scale method. The technical analysis of the first and second hypotheses uses the product moment correlation technique, while the third hypothesis uses the multiple regression correlation techniques. This research aims to know the relationship between social skills and academic self-confidence, the relationship between peer social support and academic self-confidence, and the relationship between social skills and peer social support and academic self-confidence. The results of the first hypothesis are that there is a positive relationship between social skills and academic self-confidence, the product-moment correlation value is 0.730, the second hypothesis is that there is a positive relationship between peer social support and academic self-confidence, the product-moment correlation value is 0.324, and the third hypothesis is that there is a relationship from social skills and peer social support with academic self-confidence, the results of the multiple regression test show that the F is 50.557. The p-value is 0.000, with an R square (R2) of 54. The results of the study state that social skills and social support from friends make an effective contribution. Peers by 54%, while the remaining 46% is influenced by other factors not examined in this study.  
The Relationship Between Learning Interest and Intrinsic Motivation of Students at QBS SMP IT Cahaya Insani Agustanti, Anisa; Kinanthi, Zahro Ferli
INCARE, International Journal of Educational Resources Vol. 6 No. 6 (2026): April 2026
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/incare.v6i6.1373

Abstract

This study aims to determine the relationship between learning interest and intrinsic motivation among students at QBS SMP IT Cahaya Insani. The research employs a quantitative approach with a correlational method to analyze the relationship between two variables: learning interest (variable X) and intrinsic motivation (variable Y). Data were collected through a questionnaire using a scaling method, which was designed to measure the intensity or level of agreement of respondents with statements related to intrinsic motivation and learning interest. The questionnaire was distributed to 43 students from classes 9A and 9B, selected using purposive sampling from a total population of 132 students. The selection criteria were based on the assumption that these students, having spent more time in school compared to students in grades 7 and 8, would have a higher level of maturity in terms of learning interest and intrinsic motivation. Data analysis was conducted using IBM SPSS Statistics version 25 to ensure the validity, reliability, and robustness of the model used in this research. The results of the study indicate a positive and significant relationship between intrinsic motivation and students' learning interest. This is evidenced by a Pearson correlation value of 0.528, which is greater than the critical value (0.528 > 0.294), with a significance value of 0.000, which is less than 0.05 (0.000 < 0.05). The effective contribution of intrinsic motivation to learning interest was found to be 27.9%, while the remaining 72.1% was influenced by other variables not included in this study.
Co-Authors Kamsih Astuti Kinanthi, Zahro Ferli