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All Journal International Journal of Educational Review, Law And Social Sciences (IJERLAS) International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET)
Suaidah Lubis
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Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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THE RELATIONSHIP BETWEEN AUDITORY LEARNING STYLES AND PEER INTERACTIONS WITH MATHEMATICS LEARNING INTEREST SMAS STUDENTS HOPE STEM ATTACKS Eka Puji Safitri; Hasanuddin; Suaidah Lubis
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 2 No. 10 (2023): SEPTEMBER
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v2i10.250

Abstract

To improve student learning achievement, a solution is needed that can increase enthusiasm and foster student interest in learning while in class to participate in teaching and learning activities and can influence students in obtaining satisfactory results. One solution that can be done to overcome the problems that have been identified is to use external factors, namely peer interaction and internal factors which include factors that exist in students, namely students' auditory learning styles. This study aims to analyze and determine the relationship between auditory learning style and peer interaction with the learning interests of Harapan Batang Serangan Private High School students. This research belongs to the type of quantitative research, the method used is descriptive correlational type. The research sample was 183 students of class X and XI of Batang Serangan Private High School. Research data was collected using a research scale that was declared valid and reliable. The data analysis technique uses two predictor regression analysis. The results showed that: (1) there is a significant relationship between auditory learning style and learning interest, with a probability value of 0.03 <0.05; (2) there is no significant relationship between peer interaction and learning interest, with a probability value of 0.06 <0.05; (3) there is a significant relationship between auditory learning style and peer interaction with interest in learning mathematics at Harapan Batang Serangan Private High School, with a probability value of 0.04 <0.05.
THE RELATIONSHIP BETWEEN PEER SOCIAL SUPPORT AND SUBJECTIVE WELFARE IN VIEW OF GENDER OF VOCATIONAL HIGH SCHOOL STUDENTS Lijma Uliana Ritonga; Nefi Darmayanti; Suaidah Lubis
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 2 No. 10 (2023): SEPTEMBER
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v2i10.257

Abstract

The purpose of this study was to determine the relationship between peer social support and subjective well-being in terms of the gender of SMK students in Tanjung Morawa. In this study using an explanatory quantitative approach. A sample of 192 based on random sampling technique. Using two psychological scales, namely the scale of subjective well-being and peer social support. In processing the data used normality test, linearity test, and hypothesis testing. The results showed that there was a significant relationship between peer social support and students' subjective well-being. The higher the peer social support, the higher the subjective well-being, and vice versa. There is no significant difference in subjective well-being between male and female students. This states that both male and female students have the same level of subjective well-being. It is hoped that the school can improve the subjective well-being of students by increasing the social support of students' peers, through entering the community they want, providing space to talk to friends, holding school vent events and other activities. Students are expected to be able to improve subjective well-being by: getting involved in school sharing events, communicating feelings and emotions in various situations such as feeling pleasant, having positive expectations in the learning process, entering the community they want. It is hoped that the school can improve the subjective well-being of students by increasing the social support of students' peers, through entering the community they want, providing space to talk to friends, holding school vent events and other activities. Students are expected to be able to improve subjective well-being by: getting involved in school sharing events, communicating feelings and emotions in various situations such as feeling pleasant, having positive expectations in the learning process, entering the community they want. It is hoped that the school can improve the subjective well-being of students by increasing the social support of students' peers, through entering the community they want, providing space to talk to friends, holding school vent events and other activities. Students are expected to be able to improve subjective well-being by: getting involved in school sharing events, communicating feelings and emotions in various situations such as feeling pleasant, having positive expectations in the learning process, entering the community they want.
THE INFLUENCE OF FATHER INVOLVEMENT IN PARENTING AND EMOTIONAL REGULATION ON THE AGGRESSIVENESS OF AL MAKSUM PRIVATE MIDDLE SCHOOL STUDENTS Muhammad Nur Habibie; Amanah Surbakti; Suaidah Lubis
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 3 No. 4 (2023): July
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v3i4.1089

Abstract

The phenomenon of aggressiveness has now developed and become a common problem in adolescents which is usually in the form of juvenile delinquency. Aggressive behavior of adolescents is certainly influenced by many factors. The research sample was 114 students of class VII and VIII of SMP Al Maksum. Data analysis technique using multiple linear regression analysis. The results showed that: (1) there was a negative and significant effect of father involvement in parenting on student aggressiveness (p = 0.000); (2) there is a negative and significant effect of emotion regulation on student aggressiveness p = 0.000); (3) there is a significant influence between father's involvement in parenting and emotional regulation simultaneously on the aggressiveness of SMP Al Maksum students..
THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND FAMILY SUPPORT WITH STUDENT ACHIEVEMENT IN HISTORY AT SMA NEGERI 1 PANCUR BATU Khoiriyah Nurul Abdulloh; Suaidah Lubis; Lahmuddin Lubis
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 3 No. 5 (2023): September
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v3i5.1090

Abstract

This study aims to determine the relationship between emotional intelligence and family support with achievement in history lessons at SMA Negeri 1 Pancur Batu. Student achievement is related to how students get the quality or effectiveness of the level of learning achievement consisting of objectives, learning materials, strategies, learning tools, students and teachers. The hypothesis put forward is that there is a positive relationship between emotional intelligence and family support with student achievement in high school students. The sampling technique used purposive sampling, a sample of 117 students. This research uses emotional intelligence scale and family support scale. The method of data analysis is analysismultiple regression.Based on the data analysis carried out, the research results are obtained: 1) there is a significant positive relationship between Emotional Intelligence and History Lesson Achievement seen from the value of the determinant coefficient (Rxy) = 0.425 with p = 0.000 <0.050; 2) there is a significant positive relationship between family support and history achievement in terms of the value of the determinant coefficient (Rxy) = 0.655 with p = 0.000 <0.050; and 3) there is a significant positive relationship between Emotional Intelligence and Family Support with History Achievement as seen from the value of the determinant coefficient (Rxy) = 0.557 with p = 0.000 <0.050.
THE RELATIONSHIP OF TEACHERS' INTERPERSONAL COMMUNICATION AND VISUAL LEARNING STYLES ON THE INDEPENDENCE OF ENGLISH LEARNING STUDENTS OF SHAFIYYATUL AMALIYYAH MEDAN Mehri Hubbi Apmarja; Hasanuddin; Suaidah Lubis
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 4 No. 6 (2024): November
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v4i6.2167

Abstract

English learning independence is currently problematic in carrying out the learning process. English learning independence is certainly influenced by many factors. This study aims to analyze and determine the relationship between teacher interpersonal communication and visual learning styles on students' English learning independence. This study is included in quantitative research with an associative causal nature. The sample of this study was 168 students spread across Saffiyatul Amaliyah students. The research data were collected using a research scale that was declared valid and reliable. The data analysis technique used multiple linear regression analysis. The results of the study showed that (1)There is a relationship between teacher interpersonal communication and students' English learning independence.Based on the results of the study, it was found that the regression coefficient value of the Interpersonal Communication variable (X1) was 0.329, which is positive. This means that Teacher Interpersonal Communication (X1) has a positive effect on English Learning Independence (Y). It is known that the t statistic or t count of Interpersonal Communication (X1) is 4.863> t table = 1.97 and the Sig. value is 0.000, which is <0.05 significance level, then Interpersonal Communication (X1) has a significant effect on English Learning Independence (Y). So it can be concluded that Teacher Interpersonal Communication (X1) has a positive and significant effect on English Learning Independence (Y).(2)There is an influence of visual learning style on students' independence in learning English.Based on the research results, it was found that the regression coefficient value of the Visual Learning Style variable (X2) was 0.106, which is positive. This means that when the Visual Learning Style (X2) increases by 1 unit, the English Learning Independence (Y) tends to increase by 0.106. It is known that the t statistic or t count of the Visual Learning Style (X2) is 1.997> t table = 1.97 and the Sig. value is 0.047, which is <0.05 significance level, then the Visual Learning Style (X2) has a significant effect on English Learning Independence (Y).(3)There is an influence of interpersonal communication between teachers and visual learning styles on students' English learning independence., Based on the results of the hypothesis test that has been carried out, it was found that the calculated F value is 13.965 and the Sig. value is 0.000. It is known that the calculated F value is 13.965 > F table 3.050 and the Sig. value is 0.000 < 0.05, then Interpersonal Communication (X1) and Visual Learning Style (X2) together or simultaneously have a significant effect on English Learning Independence (Y), and the coefficient of determination (R-Square) is 0.145. This value can be interpreted that the variables Interpersonal Communication (X1) and Visual Learning Style (X2) are able to influence English Learning Independence (Y) by 14.5%. it can be concluded that the visual learning style and teacher interpersonal communication together have an effect on English learning independence in students. The contribution of both in influencing learning independence is 14.5%. the remaining 100% - 14.5% = 85.5% is explained by other variables or factors.
Co-Authors Amanah Surbakti Eka Puji Safitri Hasanuddin Khoiriyah Nurul Abdulloh Lahmuddin Lubis Lijma Uliana Ritonga Mehri Hubbi Apmarja Muhammad Nur Habibie Nefi Darmayanti