PENGARUH KOMUNIKASI INTERPERSONAL, MOTIVASI BELAJAR, DAN LINGKUNGAN SOSIAL TERHADAP PRESTASI BELAJAR IPS - Djoko Suryo, Suwardiyono and (Jurnal SOSIALITA, 2014)
ABSTRAK   Penelitian ini bertujuan untuk mengetahui pengaruh komunikasi intepersonal, motivasi belajar, dan lingkungan sosial baik secara sendiri maupun secara bersama terhadapprestasi belajar IPS.Penelitian ini menggunakan metode kuantitatif.Populasi penelitian berjumlah 130 dengan jumlah sampel 97 siswa.Pengambilan sampel dengan teknik random sampling.Instrumen yang digunakan meliputi nilai rapor, angket komunikasi interpersonal, angket motivasi belajar dan angket lingkungan sosial.Hasil uji coba instrumen meliputi uji validitas dan reliabilitas untuk setiap butir angket komunikasi interpersonal, motivasi belajar, dan lingkungan sosial.Berdasarkan analisis data denganSPSS for windows 16.00 disimpulkan:1) komunikasi interpersonal guru sangat baik dan berpengaruh signifikan terhadap prestasi belajar IPS dengan ditunjukkan nilai thitung lebih besar ttabel (4,575 > 1,66123), nilai probabilitas signifikan 0,000 di bawah 0,05; 2)motivasi belajar tinggi dan berpengaruh signifikan terhadap prestasi belajar IPSdengan nilai thitung lebih besar ttabel (4,670 > 1,66123), nilai signifikan probabilitas 0,000 jauh dibawah 0,05; 3) lingkungan sosial baikdan berpengaruh signifikan terhadap prestasi belajar IPS ditunjukkan nilai thitung lebih besar ttabel dan nilai signifikan probabilitas 0,000 jauh dibawah 0,05. Adapun, kontribusi variabel terhadap prestasi belajar IPS: komunikasi interpersonal 18,1%,motivasi 18,7%, dan lingkungan sosial 44,5%. Bedasarkan nilai determinasi nilai Fhitung lebih besar dari nilai Fhitung: 35,251 > 2,7. Ini menunjukan komunikasi intepersonal, motivasi belajar, dan lingkungan sosial secara bersama berpengaruh signifikan (51,7%)terhadap prestasi belajar IPS  yang ditunjukkan Adjusted R Square: 0,517.   Kata kunci:   komunikasi interpersonal, motivasi belajar, lingkungan sosial, dan prestasi belajar IPS.     This study aims to determine the effect interpersonal communication, learning motivation, and social environments both individually and collectively to the IPS learning achievement. This study uses quantitative methods. The population of this research is about 130 with 97 students as the sample. Sampling uses random sampling techniques with the instruments, namely final test score, interpersonal communicationquestionnaires, motivation questionnaires, and social environmentquestionnaires. The test result includes the instrument of validity and reliability for each item ofinterpersonal communicationquestionnaires, learning motivation, and social environment. Based on data analysis with SPSS for windows 16:00 concluded that: 1) teachers have good interpersonal communication and significant effect on IPS learning achievement indicated by the value of tvalueis greater thanttable (4.575> 1.66123),the value of significant probability 0,000 is below 0.05; 2) learning motivation is high and has significant effect on IPS learning achievement with tvaluegreater thanttable (4.670> 1.66123),the value of significant probability 0,000 is far below 0.05; 3) social environment is good and significant effect on IPS learning achievement that demonstrated by the value of tvalue is greaterthan ttable and significant probability value 0,000 is far below 0.05. Actually, the contribution of each variabel to IPS learning achievement: interpersonal communication (18.1%), learning motivation (18.7%), and social environment (44.5%). Based on the determination value, Fvalue is greater than Fvalue: 35.251> 2.7. It indicates interpersonal communication, learning motivation, and social environment effectsignificantly (51.7%) on IPS learning achievement which indicated by Adjusted R Square: 0,517. Keywords:             interpersonal communication, learning motivation, social environment, and IPS learning achievement.