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All Journal 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 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) in Press
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) in Press
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.
Co-Authors jimi ronald, jimi Jimmi Ronald MIFTAHUL JANNAH Nisa Sahfitri Nur Ida Fatini pratama, Indra Mulia Raudhatul Jannah Rika Verawati Yolanda Ifana Putri