Pengaruh Lingkungan Keluarga, Teman Sebaya, Kompetensi Guru, Gaya Belajar, dan Kemandirian Belajar Terhadap Hasil Belajar Ekonomi Siswa Kelas XI di SMAN 1 Koto XI Tarusan

Charista Fersya (Economics Education, Faculty of Economics and Business, PGRI University, Indonesia)
Rika Verawati (Economics Education, Faculty of Economics and Business, PGRI University, Indonesia)
Sri Wahyuni (Economics Education, Faculty of Economics and Business, PGRI University, Indonesia)

Socratika
Vol. 3 No. 2 (2026)

This research aims to analyzethe partial and simultaneous effect of family environment, peers, teacher competence, learning styles, and independent learning on the economics learning outcomes of 11th-grade students at SMAN 1 Koto XI Tarusan. This quantitative, associative-causal study was conducted in 2026. The study population consisted of 102 students, with a sample of 81 students selected using stratified proportional random sampling based on parental income level (18 high-income students and 63 low-income students). Data were collected using questionnaires and documentation, then analyzed using multiple linear regression in SPSS. The results of the study show that the family environment, learning style, and academic independence have a positive and significant influence on students’ academic performance. This means that the more conducive the family environment, the more effective the learning style applied, and the higher the students’ academic independence, the more likely their performance in Economics is to improve. Conversely, peers and teacher competence actually show a significant negative influence, indicating that the effects of peer influence and certain teaching approaches need to be monitored closely. Collectively, these five variables have a significant effect on student learning outcomes. The coefficient of determination reveals that most of the variation in learning outcomes can be explained by the five independent variables, while the remainder is influenced by other factors outside the scope of this study. Improvements in students’ learning outcomes in economics can be achieved by strengthening the role of the family, developing effective learning styles, and fostering independent learning. On the other hand, the influence of peers and teacher competence must be managed wisely so as not to hinder student achievement. This study provides recommendations for schools and teachers to pay closer attention to the balance between internal and external factors in the learning process.