Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Jurnal Penelitian Pendidikan Indonesia (JPPI) Jurnal Kajian Ilmu Pendidikan, Bahasa dan Komunikasi
Dewi Nurmalasari
Universitas Negeri Jakarta
Education Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Pengaruh Efikasi Diri dan Lingkungan Belajar Terhadap Hasil Belajar Siswa SMK Negeri 44 Jakarta dengan Motivasi Belajar Sebagai Variabel Mediasi Muhamad Fathir Harsya Ruyani; Dewi Nurmalasari; Achmad Fauzi
Jurnal Kajian Ilmu Pendidikan, Bahasa dan Komunikasi Vol. 1 No. 3 (2025): Agustus : Jurnal Kajian Ilmu Pendidikan, Bahasa dan Komunikasi
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jkaipbaku.v1i3.116

Abstract

This study aims to examine the influence of self-efficacy and learning environment on learning outcomes, with learning motivation as a mediating variable, among students of SMK Negeri 44 Jakarta. Employing a quantitative approach with a survey method, the research involved a population of 175 students, all of whom were included as the sample through a total sampling technique. Data analysis was conducted using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4.0 software. The analytical procedures encompassed measurement model analysis, structural model analysis, and hypothesis testing for both direct and indirect effects.The findings reveal a positive and significant direct effect of self-efficacy on learning outcomes, indicating that students with higher confidence in their abilities tend to achieve better academic performance. Similarly, the learning environment was found to have a positive and significant direct effect on learning outcomes, suggesting that supportive academic surroundings contribute meaningfully to student achievement. However, the study found no significant direct effect of learning motivation on learning outcomes, nor any significant mediating role of learning motivation in the relationships between self-efficacy and learning outcomes or between learning environment and learning outcomes. These results imply that while self-efficacy and a conducive learning environment are key determinants of academic success, the role of learning motivation as an intervening variable may not be as substantial in this context. The absence of mediation suggests that motivation alone may not bridge the gap between personal and environmental factors and actual academic performance. This study contributes to educational research by providing empirical evidence on the complex interplay between psychological, environmental, and motivational factors influencing student achievement, highlighting the need for educators to strengthen both self-belief and learning conditions to optimize outcomes.
Pengaruh Penerapan Kurikulum Merdeka, Fasilitas Belajar, dan Penggunaan Media Pembelajaran terhadap Minat Belajar Peserta Didik di SMK Negeri 44 Jakarta Ishika Aulia; Dewi Nurmalasari; Achmad Fauzi
Jurnal Penelitian Pendidikan Indonesia (JPPI) Vol. 2 No. 4 (2025): Juli
Publisher : Publikasi Inspirasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/jppi.v2i4.5600

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh Penerapan Kurikulum Merdeka, Fasilitas Belajar, dan Penggunaan Media Pembelajaran terhadap Minat Belajar peserta didik di SMK Negeri 44 Jakarta. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei, dan teknik analisis data yang digunakan adalah regresi linear berganda. Sampel penelitian berjumlah 135 peserta didik yang dipilih secara proporsional. Hasil analisis menunjukkan bahwa secara simultan ketiga variabel independen, yaitu Penerapan Kurikulum Merdeka, Fasilitas Belajar, dan Penggunaan Media Pembelajaran, berpengaruh signifikan terhadap Minat Belajar peserta didik, dengan nilai F sebesar 22,272 dan signifikansi < 0,001. Model ini mampu menjelaskan 38,7% variasi minat belajar peserta didik, sementara sisanya dipengaruhi oleh faktor lain di luar model. Secara parsial, variabel Fasilitas Belajar dan Penggunaan Media Pembelajaran memiliki pengaruh positif dan signifikan terhadap Minat Belajar. Sementara itu, Penerapan Kurikulum Merdeka tidak berpengaruh signifikan. Fasilitas Belajar merupakan variabel yang paling dominan dalam memengaruhi minat belajar peserta didik. Temuan ini mengindikasikan bahwa untuk meningkatkan minat belajar peserta didik, sekolah perlu lebih fokus pada penguatan kualitas sarana prasarana dan optimalisasi penggunaan media pembelajaran. Selain itu, evaluasi implementasi Kurikulum Merdeka juga penting dilakukan agar penerapannya dapat berjalan lebih efektif dan berdampak nyata terhadap motivasi belajar peserta didik.
Co-Authors Achmad Fauzi Ishika Aulia Muhamad Fathir Harsya Ruyani