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All Journal Jurnal Promosi Pendidikan Ekonomi Pendas : Jurnah Ilmiah Pendidikan Dasar JPLED Jurnal Ilmu Manajemen Dan Pendidikan
Mona Amelia
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Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Other

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PENGARUH SELF-EFFICACY, POTENSI DIRI, KONDISI EKONOMI ORANG TUA DAN LINGKUNGAN SOSIAL TERHADAP MINAT MELANJUTKAN PENDIDIKAN KE PERGURUAN TINGGI PADA SISWA KELAS XII AKUNTANSI SMK NEGERI 1 BENAI Nisa Sahfitri; Mona Amelia; Indra Mulia Pratama
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.31142

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh self-efficacy, potensi diri, kondisi ekonomi orang tua, dan lingkungan sosial terhadap minat melanjutkan pendidikan ke perguruan tinggi pada siswa kelas XII Akuntansi SMK Negeri 1 Benai, secara bersama-sama berpengaruh terhadap minat melanjutkan pendidikan ke perguruan tinggi. Jenis penelitian ini adalah penelitian kuantitatif, populasi dalam penelitian ini adalah siswa kelas XII Akuntansi SMK Negeri 1 Benai yang berjumlah 63 siswa. Pengambilan sampel pada penelitian ini menggunakan metode total sampling dengan jumlah seluruh populasi dijadikan sampel, serta data dianalisis dengan regresi linear berganda dan uji hipotesis menggunakan uji t dan uji F. Hasil penelitian ini menunjukkan bahwa : 1) Self-Efficacy berpengaruh signifikan terhadap minat melanjutkan pendidikan ke perguruan tinggi pada siswa kelas XII Akuntansi SMK Negeri 1 Benai. Hal ini ditunjukkan oleh nilai koefisien sebesar -0.295. Nilai koefisien dinyatakan signifikan karena nilai thitung sebesar -2.354 > ttabel sebesar 1.671 dengan nilai signifikan 0.022 < α = 0.05. 2) Potensi diri berpengaruh sigifikan terhadap minat melanjutkan pendidikan ke perguruan tinggi pada siswa kelas XII Akuntansi SMK Negeri 1 Benai. Hal ini ditunjukkan oleh nilai koefisien sebesar 0.338. Nilai Koefisien dinyatakan signifikan karena nilai thitung sebesar 4.403 > ttabel sebesar 1.671 dengan nilai signifikan 0.000 < α = 0.05. 3) Kondisi ekonomi orang tua berpengaruh signifikan terhadap minat melanjutkan pendidikan ke perguruan tinggi pada siswa kelas XII Akuntansi SMK Negeri 1 Benai. Hal ini ditunjukkan oleh nilai koefisien sebesar 0.638. Nilai koefsien dinyatakan signifikan karena nilai thitung sebesar 4.155 > ttabel sebesar 1.671 dengan nilai signifikan 0.000 < α = 0.05. 4) Lingkungan sosial berpengaruh signifikan terhadap minat melanjutkan pendidikan ke perguruan tinggi pada siswa kelas XII Akuntansi SMK Negeri 1 Benai. Hal ini ditunjukkan oleh nilai koefisien sebesar -0.330. Nilai koefisien dinyatakan signifikan karena nilai thitung sebesar -2.350 > ttabel sebesar 1.671 dengan nilai signifikan 0.022 < α = 0.05. 5) Self-efficacy, potensi diri, kondisi ekonomi orang tua dan lingkungan sosial secara bersama-sama berpengaruh signifikan terhadap minat melanjutkan pendidikan ke perguruan tinggi pada siswa kelas XII Akuntansi SMK Negeri 1 Benai. Hal ini ditunjukkan oleh nilai Fhitung sebesar 10.820 > Ftabel 2.53 dengan nilai signifikan sebesar 0.000 < 0.05.
PENGARUH MODEL PEMBELAJARAN INQUIRY BASED LEARNING (IBL) DAN KECERDASAN EMOSIONAL TERHADAP HASIL BELAJAR SISWA KELAS X PADA MATA PELAJARAN EKONOMI DI SMA NEGERI 6 PADANG Raudhatul Jannah; Jimi Ronald; Mona Amelia
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35209

Abstract

This study aims to analyze the effect of the Inquiry Based Learning (IBL) model and emotional intelligence on the learning outcomes of grade X students in the Economics subject at SMA Negeri 6 Padang. The type of research used was quantitative with a quasi-experimental design. The research sample consisted of 60 students divided into two groups: 30 students in the experimental class taught using the IBL model and 30 students in the control class taught using the Direct Instruction model. The research instruments included an emotional intelligence questionnaire and a learning achievement test, which were then analyzed through validity tests, reliability tests, difficulty and discrimination index, normality and homogeneity tests, as well as two-way ANOVA using SPSS version 25. The findings of this study indicate that: (1) students taught with the IBL model achieved higher learning outcomes compared to those taught with Direct Instruction (tcount 8.706 > ttable 1.667); (2) students with high emotional intelligence taught with IBL obtained better results compared to Direct Instruction (tcount 7.905 > ttable 1.697); (3) students with low emotional intelligence also achieved higher results through IBL compared to Direct Instruction (tcount 4.215 > ttable 1.697); and (4) there was a significant interaction between the learning model and emotional intelligence on students’ learning outcomes (sig. 0.053 < α = 0.05). Thus, it can be concluded that the IBL model is more effective than Direct Instruction in improving students’ Economics learning outcomes, both for those with high and low emotional intelligence, and that the interaction of these variables significantly influences students’ academic achievement.
Pengaruh Kebiasaan Belajar,Kreativas Belajar, Perhatian Orang Tua, Fasilitas Belajar, Dan Teman Sebaya Terhadap Prestasi Belajar Siswa Kelas X Fase E Pada Mata Pelajaran Ekonomi Di SMAN 1 Bukit Sundi Kabupaten Solok Yolanda Ifana Putri; Jimmi Ronald; Mona Amelia
Jurnal Ilmu Manajemen dan Pendidikan | E-ISSN : 3062-7788 Vol. 1 No. 2 (2024): Juli - September
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aims to analyze the influence of activity, discipline, family environment, learning This research aims to analyze 1) the partial influence of study habits on student learning achievement, 2) the partial influence of learning creativity on student learning achievement, 3) the partial influence of parental attention on student learning achievement, 4) the partial influence of learning facilities on student learning achievement, 5) the partial influence of peers on student learning achievement, 6) the influence of study habits, learning creativity, parental attention, learning facilities, and peers simultaneously on the learning achievement of class X Phase E students in economics subjects in Bukit Sundi 1 Public High School, Solok Regency. This type of research is associative research. The population in this study were students of class Sampling used a stratified random sampling technique. The instrument used for research was a closed questionnaire using the Multiple Linear Regression test and hypothesis testing using the t test and F test. The research results show that: First, the study habit variable has a positive and significant effect on study achievement. This can be seen from the regression coefficient of 0.131 with t count 2.854 > t table 1.982 while the significant value is 0.005> α0.05. The two learning creativity variables have a positive and significant effect on student learning achievement. This can be seen from the regression coefficient of 0.139 with t count 2.769 > t table 1.982. while the significant value is 0.007<α0.05. The three variables of parental attention have a positive and significant effect on student learning achievement. This can be seen from the regression coefficient of 0.110 with t count 2.295 > t table 1.982. while the significant value is 0.024>α 0.05. The four learning facility variables have a positive and significant effect on student learning achievement. This can be seen from the regression coefficient of 0.186 with t count 2.144 > t table 1.982. while the significant value is 0.034>α 0.05. The five peer variables have a positive and significant effect on student learning achievement. This can be seen from the regression coefficient of 0.166 with a t value of 2.742 > t table 1.982 while the significant value is 0.007 > α 0.05. (6) The variables of learning style, self-confidence, peers, learning discipline and learning facilities together have a positive and significant effect on student learning achievement. The t value is 43.818 > t table 2.30 and the significant value is 0.001 <0.05, p. This means H0 is rejected and Ha is accepted.  
The Influence of Study Habits, Digital Literacy, Critical Thinking Skills, Teacher Competence, and the Implementation of Moving Class Learning on the Learning Achievement of 11th Grade Students in Economics Subjects Rega Oktavia; Desi Areva; 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.v6i1.814

Abstract

This study aims to determine: (1) the effect of study habits on learning achievement, (2) the effect of digital literacy on learning achievement, (3) the effect of critical thinking skills on learning achievement, (4) the effect of teacher competence on learning achievement, (5) the effect of the implementation of moving class learning on learning achievement, and (6) the joint effect of study habits, digital literacy, critical thinking skills, teacher competence, and the implementation of moving class learning on learning achievement. The population of this study consisted of grade XI students of SMA N 1 Lembah Gumanti enrolled in economics learning. The sampling technique used was stratified random sampling, with a total sample of 102 students. Data were collected through questionnaires that had been tested for validity and reliability, as well as student achievement documentation. Data analysis was conducted using multiple linear regression, along with t-tests and F-tests, with the aid of SPSS and Eviews software. The results of the study show that: (1) study habits have a significant effect on economics learning achievement, with a coefficient value of 0.155 and a significance level of 0.000 < 0.05, with stronger effects on students from low-income families; (2) digital literacy significantly affects economics learning achievement, with a coefficient of 0.284 and a significance level of 0.000 < 0.05, with stronger effects on students from high-income families; (3) critical thinking skills show a significant effect, with a coefficient of 0.240 and a significance level of 0.000 < 0.05, being more dominant among students from high-income families; (4) teacher competence also significantly influences economics learning achievement, with a coefficient of 0.240 and a significance level of 0.000 < 0.05, where perceptions of teacher competence have greater effects on students from high-income families; (5) the implementation of moving class learning has a significant effect, with a coefficient of 0.112 and a significance level of 0.036 < 0.05, with stronger effects on students from high-income families; and (6) study habits, digital literacy, critical thinking skills, teacher competence, and the implementation of moving class learning jointly have a significant effect on learning achievement, with an F-value of 9.032 > F-table value of 2.52 and a significance level of 0.000 < 0.05. This indicates that Ha is accepted and H0 is rejected.
THE EFFECT OF LEARNING STYLES, LEARNING INTEREST, LEARNING HABITS, PEERS, AND PARENTAL EDUCATION ON STUDENTS' CRITICAL THINKING SKILLS SMA N 1 KOTO BALINGKA Afdi, Raski; Jolianis; 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.v6i1.821

Abstract

This study aims to analyze: 1) The influence of learning styles on critical thinking skills, 2) The influence of learning interests on critical thinking skills, 3) The influence of learning habits on critical thinking skills, 4) The influence of learning peers on critical thinking skills, 5) The influence of parental education on critical thinking skills. 6) The combined influence of learning style, learning interest, learning habits, peers, and parental education on students' critical thinking skills. The type of research used in this study is associative research. The research was conducted in July 2025. The population in this study was all 10th grade students in the economics subject at SMAN 1 Koto Balingka. The sample size in this study was 116 people. The sampling technique used was Proportional Random Sampling, and the data analysis techniques used were descriptive analysis and inductive analysis, with the assistance of the Eviews and SPSS version 22.0 programs. The results of the study indicate that 1) There is an influence of learning style on critical thinking ability with a coefficient value of 0.187, a calculated t-value > table t-value (8.673 > 1.659), and a significance value of 0.000 < 0.05, 2) The influence of learning interest on critical thinking ability with a coefficient value of 0.247, where the calculated t-value is greater than the table t-value (9.627 > 1.659) and the significance level is 0.000 > 0.05, 3) The influence of learning habits on critical thinking ability with a coefficient value of 0.699, where the calculated t-value is greater than the table t-value (26.712 > 1.659) and a significance level of 0.000 > 0.05, 4) The influence of peers on critical thinking ability with a coefficient value of 0.062, where the calculated t-value is greater than the table t-value (2.912 > 1.659) and the significance level is 0.004 < 0.05, 5) The influence of parental education on critical thinking ability with a coefficient value of 0.041, where the calculated t-value is greater than the table t-value (2.006 > 1.659) and the significance level is 0.047 < 0.05. 6) Learning style, learning interest, learning habits, peers, and parental education together (simultaneously) have a significant effect on critical thinking ability. Where the calculated F value is 477.792 > F table 3.93 and the significance value is 0.000 < α = 0.05.
The Influence of Tutoring, Parental Attention, Self-Efficacy, Study Habits, and Learning Facilities on Student Achievement in Integrated Social Studies Subjects Miftahul Jannah; Mona Amelia; Rika Verawati
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.v6i1.833

Abstract

This study is motivated by the importance of improving student achievement in Social Science subjects, which still shows incompleteness at SMPN 11 Sarolangun. Learning achievement is influenced by internal and external factors such as learning guidance, parental attention, self-efficacy, study habits, and learning facilities. The purpose of this study is to analyze the influence of these factors, both partially and simultaneously, on student achievement. This research employed a quantitative associative approach with a population of 82 students from grades VII and VIII, all selected using total sampling. Data were collected through validated and reliable questionnaires and documentation of students’ academic scores. Data analysis was conducted using multiple linear regression with SPSS and EViews. The results indicate that learning guidance, self-efficacy, study habits, and learning facilities significantly affect learning achievement, whereas parental attention shows a positive but not significant effect. Simultaneously, the five variables significantly influence learning achievement with an R² of 0.547, indicating that 54.7% of the variance in achievement is explained by the studied variables, while 45.3% is influenced by other factors.
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.
PENGARUH LIKUIDITAS, DEWAN KOMISARIS INDEPENDEN, KOMITE AUDIT, KEPEMILIKAN PUBLIK DAN PROFITABILITAS TERHADAP NILAI PERUSAHAAN Selvia Yendra Putri; Dina Amaluis; Mona Amelia
Promosi: Jurnal Program Studi Pendidikan Ekonomi Vol 14 No 2 (2026): Promosi
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/jp.v14i2.13962

Abstract

Penelitian ini bertujuan mengetahui: Pengaruh Likuiditas, Dewan Komisaris Independen, Komite Audit, Kepemilikan Publik dan Profitabilitas Terhadap Nilai Perusahaan Pada Sub Sektor Industri Distribusi Minyak Dan Penyimpanan Gas  Yang Terdaftar Di Bursa Efek Indonesia Periode 2020-2024. Waktu penelitian ini dilakukan pada bulan Juni 2025. Jenis Penelitian ini adalah penelitian kuantitatif Asosiatif. Populasi dalam penelitian ini adalah seluruh perusahaan sektor  Energi di Bursa Efek Indonesia sebanyak 66 perusahaan dengan sampel berjumlah 11 perusahaan. Data yang digunakan dalam penelitian ini data pada perusahaan sektor Energi yang terdaftar di Bursa Efek Indonesia periode 2020-2024 dengan menggunakan regresi data panel dan bantuan program Eviews 12. Hasil penelitian ini menunjukan bahwa: Berdasarkan hasil uji hipotesis secara persial, bahwa variabel likuiditas berpengaruh signifikan terhadap nilai perusahaan. hasil uji hipotesis yang dilakukan secara parsial variabel dewan komisaris independen berpengaruh signifikan terhadap nilai perusahaan.  hasil uji hipotesis yang dilakukan secara parsial variabel komite audit tiak berpengaruh signifikan terhadap nilai perusahaan.  hasil uji hipotesis yang dilakukan secara parsial variabel kepemilikan publik tidak berpengaruh signifikan terhadap nilai perusahaan.  hasil uji hipotesis yang dilakukan secara parsial variabel profitabilitas tidak berpengaruh signifikan terhadap Nilai perusahaan.  variabel likuiditas, dewan komisaris independen, komite audit, kepemilikan publik dan profitabilitas secara bersama-sama berpengaruh  signifikan terhadap nilai perusahaan, sehingga dapat dikatakan bahwa model regresi yang dihasilkan masuk katagori cocok atau fit pada perusahaan Sub Sektor Industri Distribusi Minyak Dan Penyimpanan Gas yang terdaftar di Bursa efek indonesia (BEI) tahun 2020-2024. [U1]Tidak perlu memberikan penomeran dan gunakan gaya Bahasa yang bervariasi untuk membahas hasil hipotesis
Co-Authors Afdi, Raski Desi Areva Dina Amaluis jimi ronald, jimi Jimmi Ronald Jolianis ME S.Pd MIFTAHUL JANNAH Nisa Sahfitri Nur Ida Fatini pratama, Indra Mulia Raudhatul Jannah Rega Oktavia rika verawati, rika Selvia Yendra Putri Selvia Yendra Putri Yolanda Ifana Putri