Prestasi Belajar ditinjau dari Fasilitas, Motivasi, Manajemen Waktu Belajar serta Lingkungan Keluarga - Chatarina Yuli Astuti; Kartika Hendra Ts; Sarsono Sarsono (JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN, 2022)
AbstrakPenelitian ini bertujuan guna menguji serta menganalisa Efek Fasilitas, Motivasi, Manajemen Waktu Belajar serta lingkungan keluarga kepada prestasi belajar murid SMK Negeri 1 Sragen. Metode penelitian ini memakai desain penelitian deskriptif kuantitatif. Populasi yakni semua murid kelas X SMK Negeri 1 Sragen total 468 orang. Teknik sampling yang dipakai yakni teknik purposive samplingdengan total sampel 117 responden. Pengumpulan data memakai kuesioner. Penelitian ini memakai metode analisis asumsi klasik, uji regresi linear berganda, uji kelayakan model (uji F), uji hipotesis (uji t), serta koefisien determinasi dengan memakai SPSS versi 20. Hasil penelitian menerangkan bahwasanya (1) fasilitas belajar tidak berdampak kepada prestasi belajar murid, (2) motivasi berdampak kepada prestasi belajar murid, (3) manajemen waktu berdampak kepada prestasi belajar murid, serta (4) lingkungan keluarga berdampak kepada prestasi belajar murid. Variabel fasilitas, motivasi, manajemen waktu serta lingkungan keluarga berdampak kepada prestasi belajar murid sebanyak 55,1%disisi lain 44,9% diefeki variabel lain yang tidak diteliti, contohnya kompentensi guru, kedisiplinan, minat, gaya belajar serta lain-lain. AbstractThis study aims to examine and analyze the influence of facilities, motivation, learning time management and family environment on student achievement in SMK Negeri 1 Sragen. This research method uses a quantitative descriptive research design. The population is all students of class X SMK Negeri 1 Sragen, totaling 468 people. The sampling technique used in this study is a purposive sampling technique with a total sample of 117 respondents. Data collection by using a questionnaire. This study uses the classical assumption analysis method, multiple linear regression test, model feasibility test (F test), hypothesis test (t test), and coefficient of determination using SPSS version 20. The results showed that (1) learning facilities had no effect on student achievement, (2) motivation had an effect on student achievement, (3) time management had an effect on student achievement, and (4) family environment had an effect on student achievement. Facilities, motivation, time management and family environment variables affect student learning achievement by 55.1% while 44.9% are influenced by other variables not examined, such as teacher competence, discipline, interests, learning styles and others.