PENGARUH DISIPLIN BELAJAR, LINGKUNGAN KELUARGA, DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR SISWA - Purbiyanto, Ryan; Rustiana, Ade (Economic Education Analysis Journal, 2018)
Penelitian ini bertujuan untuk mengetahui adakah pengaruh secara simultan maupun parsial antara disiplin belajar, lingkungan keluarga dan motivasi belajar terhadap hasil belajar siswa kelas X Administrasi Perkantoran di SMK N 2 Temanggung. Populasi dalam penelitian ini adalah siswa kelas X program keahlian Administrasi Perkantoran di SMK Negeri 2 Temanggung yang berjumlah 80 siswa. Teknik pengambilan sampel yang digunakan adalah teknik total sampling dan didapatkan responden dengan jumlah 80 siswa. Teknik pengumpulan data menggunakan kuesioner dan dokumentasi. Teknik analisis data menggunakan analisis deskriptif, uji asumsi klasik dan uji hipotesis dengan bantuan SPSS For Windows Release 21. Berdasarkan hasil analisis regresi berganda diperoleh persamaan Y = 65,621+0,057X1+0,093X2+0,213X3+e. Hasil uji hipotesis secara simultan (Uji F) diperoleh Fhitung = 14,463 dengan signifikansi 0,000, sehingga H1 diterima. Koefisien determinasi simultan (R2) sebesar 34,1%, berarti bahwa disiplin belajar, lingkungan keluarga dan motivasi belajar terhadap hasil belajar siswa sebesar 34,1%. Pengaruh disiplin belajar terhadap hasil belajar siswa sebesar 5,01%, lingkungan keluarga terhadap hasil belajar siswa sebesar 7,12% dan motivasi belajar terhadap hasil belajar siswa sebesar 15,60%. The objective of the study was to know if there was any on simultanous or partial influence of learning discipline, family environment and learning motivation toward students’learning outcomes the 10th grade students’ of Office Administration Department at SMK Negeri 2 Temanggung. The population of the study were 80 students on 10th grade of Office Administration Department taken by total sampling technique, applied to students as sample. The data were collected by questionnaire. Data were analyzed by descriptive analysis, a classic assumption test and hypothesis test using SPSS for windows release 21. Based on the results of multiple regression analysis, it was obtained similarity Y = 65.621 + 0.057X1 + 0.093X2 + 0.213 X3 + e. This learning outcome by hypothesis test of Simultan test Fcount 14,463 with a significance 0.000, so H1 was accepted. The Simultaneous Determination coefficient (R2) was at 34.1%, it means that learning disicipline, family environment and learning motivation influence students’ learning outcomesfor 34.1%. This influence of learning discipline toward students’ learning outcome of partial for 5,01%, family environment toward students’ learning outcome of partial for 7,12% and learning motivation toward students’ learning outcome of partial for 15,60%.