PENGARUH KOMPETENSI GURU, MOTIVASI BELAJAR, DAN LINGKUNGAN KELUARGA TERHADAP HASIL BELAJAR MATA PELAJARAN EKONOMI - Sutardi, S.; Sugiharsono, S. (Harmoni Sosial: Jurnal Pendidikan IPS, 2016)
Penelitian ini bertujuan untuk mengetahui pengaruh kompetensi guru, motivasi belajar, dan lingkungan  keluarga terhadap hasil belajar siswa. Penelitian ini merupakan penelitian asosiatif kausal dengan pendekatan kuantitatif. Populasi penelitian ini adalah semua siswa kelas XI IPS di 45 SMA negeri dan swasta di Kota Yogyakarta. Sampel siswa sebanyak 122 siswa ditentukan dengan teknik area proporsional random sampling. Pengumpulan data menggunakan angket untuk variabel kompetensi guru, motivasi belajar, dan lingkungan keluarga, serta dokumentasi untuk variabel hasil belajar. Pengujian validitas instrumen dilakukan dengan expert judgment dan analisis factor, sedangkan uji reliabilitas menggunakan Alfa Cronbach. Hasil penelitian menunjukkan bahwa: (1) kompetensi guru berpengaruh positif dan signifikan terhadap hasil belajar siswa dengan kontribusi efektif (R) sebesar 7,8%; (2) motivasi belajar berpengaruh positif dan signifikan terhadap hasil belajar siswa dengan kontribusi efektif (R2) sebesar 36,8%, (3) lingkungan keluarga berpengaruh positif dan signifikan terhadap hasil belajar siswa dengan kontribusi efektif (R) sebesar 4,1%; (4) kompetensi  guru, motivasi belajar, dan lingkungan keluarga secara bersamasama berpengaruh positif dan signifikan terhadap hasil belajar siswa dengan kontribusi efektif (R2) sebesar 43,1%. Hal ini berarti variabel kompetensi guru, motivasi belajar, dan lingkungan keluarga mempengaruhi variabel hasil belajar siswa secara terpisah maupun secara bersama-sama.THE EFFECTS OF TEACHER COMPETENCY, LEARNING MOTIVATION, ANDHOME ENVIRONMENT ON STUDENTS’ ACHIEVEMENT IN ECONOMICS IN SMAAbstractThis study aims to reveal the effects of teacher competency, learning motivation, and home environment  on students’ learning achievement. This study was associative research employing quantitative data. The research population was all senior high school students of class XI social group in 45 public and private high schools in Yogyakarta City. The student sample of 122 students was established by using the proportional random sampling area technique. The data were collected by using a questionnaire for teachers’ competency, learning motivation, home environment, and documentation for learning achievement variable. The testing of the instrument validity was done through expert judgment and factor analysis, while the reliability testing used Alfa CronbachThe result of this study shows that: (1) teachers’ competency shows significant effects on students’ learning achievement with the effective contribution (R) of 6.1%; (2) learning motivation shows significant effects on students’ learning achievement with the effective contribution (R2) of 36.8%; (3) home environment shows significant effects on students’ learning achievement with the effective contribution (R2) of 4.1%; (4) teachers’ competency, learning motivation and home environment together show positive and significant effects on students’ learning achievement with the effective contribution (R) of 41.4%. This means that the independent variables teachers’ competency, learning motivation, and home environment  effects on students’ learning achievement partially and together.