PENGARUH LINGKUNGAN KELUARGA, KESIAPAN BELAJAR, DAN DISIPLIN BELAJAR TERHADAP MOTIVASI BELAJAR SISWA KELAS XI IPS PADA MATA PELAJARAN EKONOMI DI MA. NU RAUDLATUL MUALLIMIN WEDUNG - Lutviana, Luluk; Suryani, Nanik (Economic Education Analysis Journal, 2015)
Tujuan dari penelitian ini yaitu untuk mengetahui adakah pengaruh lingkungan keluarga, kesiapan belajar, dan disiplin belajar terhadap motivasi belajar siswa kelas XI IPS mata pelajaran ekonomi di MA. NU Raudlatul Muallimin Wedung secara simultan maupun parsial. Populasi penelitian ini adalah siswa kelas XI IPS di MA. NU Raudlatul Muallimin Wedung yang berjumlah 76 siswa. Semua siswa sejumlah 76 dijadikan sampel dalam penelitian ini. Pengumpulan data dilakukan dengan cara observasi, kuisioner, dan dokumentasi. Teknik analisis data menggunakan analisis deskriptif persentase, analisis regresi ganda. Hasil dari analisis regresi ganda, analisis uji asumsi klasik, dan analisis uji hipotesis. Hasil dari analisis regresi ganda penelitian ini yaitu Y = 5.555 + 0.229X1 + 0.265X2 + 0.761X3. Ada pengaruh secara simultan sebesar 67,0%, sedangkan pengaruh secara parsial untuk lingkunganÂ  keluarga sebesar 6,708%, kesiapan belajar sebesar 8,41%, da disiplin belajar sebesar 44,756%.The purpose of this research was to know is there any influenced of family environment, readiness to learn, and disciplinery learning of the students' learning motivation in class XI IPS for the subject economic in MA. NU Raudlatul Muallimin Wedung simultaneously or partially. The population in this research were students of class XI IPS in MA. NU Raudlatul Muallimin Wedung totaling 76 students. All 76 students is used to be sample in this research. The data was collected using observation, questionnaires, and documentation. The data analysis technique used descriptive analysis of the percentage, multiple regression analysis, analysis of classical assumption and hypothesis testing analysis. The results of multiple regression analysis of this research was Y = 5.555 + 0.229X1 + 0.265X2 + 0.761X3. There is a simultaneous influence as much as 67.0%, whereas partially the influence of family environment as much as 6.708%, readiness to learn 8.41%, and the disciplinery of learning 44.756%.