PENGARUH KEDISIPLINAN BELAJAR DANMETODE PEMBELAJARAN TERHADAP CARABERFIKIR KREATIF SISWA JURUSANADMINISTRASI PERKANTORAN SMK WIDYA PRAJA UNGARAN TAHUN AJARAN 2013/2014 - Sarwini, Sarwini (Economic Education Analysis Journal, 2014)
Tujuan penelitian ini adalah untuk mengetahui pengaruh minatpengaruh kedisiplinan belajar danmetode pembelajaran terhadap caraberfikir kreatif siswa jurusanadministrasi perkantoran SMKWidya Praja Ungaran tahun ajaran 2013/2014baik secara simultan maupun parsial. Metode pengumpulan data yang digunakan adalah metodekuesioner,  dokumentasi, dan pengamatan. Teknik analisis data menggunakan analisis deskriptif persentase, analisis regresi linier berganda, analisis uji asumsi klasik, dan analisis uji hipotesis. Hasil analisis menunjukkan bahwa persamaan regresi linier berganda yaitu bergandaŶ = 0,129 + 0,176(X1) + 0,118 (X2). Hasil perhitungan menunjukkan besarnya pengaruh secara simultan kedisiplinan belajar danmetode pembelajaran terhadap caraberfikir kreatif siswa sebesar 40,2%. Secara parsial besarnya pengaruh kedisiplinan belajar danmetode pembelajaran terhadap caraberfikir kreatif besarnya pengaruh kedisiplinan22,5%, dan besarnya metode pembelajaran sebesar4,57%. The purpose of this research is to find out whether there is an influence of teacher profession interest, locus of control internal, the role of teacher tutor and learning achievement toward readiness of students to become teachers on economic education department faculty of economics Semarang State University either simultaneously or partially. The data collecting method is questionnaire and documentation. The analysis data technique arepercentage descriptive, multiple linear regression, the classical assumption test, and hypothesis testing analysis. Result of the analysis shows the multiple linear regression equivalent is Y = 0,393 + 0,513 X1 + 0,493X2 + 0,278 X3 + 5,472 X4.The result of the calculations showed the influence simultaneously of teacher profession interest , locus of control internal, the role of teacher tutor, learning achievement toward readiness of students to become teachers is 72.8%. Partially, the influence of teacher profession interest is 10.18%, the influence of the  locus of control internal 9.98%, the influence of the  role of teacher tutoris 4.88% and the influence of learning achievement is 3.724%.