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JPLED
Published by Global Action and Education for Society
ISSN : -     EISSN : 28091205     DOI : 10.58737
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Journal of Practice Learning and Educational Development is an open access, peer-reviewed, scientific journal published by GAES (Global Action and Education for Society). The aim of this journal is to publish articles dedicated to the latest outstanding developments in the field of education. It includes teaching practice and educational development in early childhood education, basic education, secondary education, higher education, and vocational education in formal, non-formal, and informal education systems. This journal was first published in March 2021, publish quarterly (March, May, August, and November). Changes have been published quarterly since 2023.
Arjuna Subject : Umum - Umum
Articles 699 Documents
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The Influence of Peer Interaction on The Smoking Behavior of Male Students in Grade IX (Implications for Guidance and Counseling) Selvianti.A; Fuaddillah Putra; Suryadi
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.795

Abstract

This research is motivated by the prevalence of smoking behavior in SMP Negeri 1 Tigo Nagari, where some students smoke due to peer influence, such as following others, invitations, or fear of being ostracized. The purpose of this study is to describe: (1) the level of peer interaction, (2) the level of smoking behavior, and (3) the influence of peer interaction and smoking behavior. This study uses a quantitative approach with a simple linear regression test. The study population was 52 male students in grade IX who were sampled using a total sampling technique. Data were collected through a questionnaire instrument, and the data were analyzed using a simple linear regression formula. The results of the study indicate that peer interaction is in the high category and smoking behavior is in the moderately high category, and there is a fairly strong influence between the two. Therefore, it is recommended for guidance and counseling teachers to increase positive peer interaction and reduce smoking behavior with various counseling services with relevant and interesting topics about smoking behavior.
bahasa inggris Safitri; Fifi Yasmi; Vivina Eprillison
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.797

Abstract

This study aims to determine 1) the effect of learning discipline on learning achievement, 2) the effect of learning discipline through learning motivation as an intervening variable on learning achievement, 3) the effect of learning interest on learning achievement, 4) the effect of learning interest through learning motivation as an intervening variable on learning achievement, 5) the influence of peers on learning achievement, 6) the influence of peers through learning motivation as an intervening variable on learning achievement, 7) the effect of parental support on learning achievement, 8) the effect of parental support through learning motivation as an intervening variable on learning achievement, and 9) the effect of learning motivation on learning achievement.This study is a descriptive study. The population was 137 eighth-grade students at SMP Negeri 1 Sungai Beremas. Sampling was conducted using proportional random sampling. The instrument used for the study was a closed-ended questionnaire with path analysis and hypothesis testing using t-tests and multilevel tests.The results of the study showed that 1) there was an influence of learning discipline on learning motivation with a path coefficient value of 0.466 and a t-count value of 3.397> t-table 1.977, 2) there was no influence of learning interest on learning motivation with a path coefficient value of 0.049 and a t-count value of 0.320<t-table 1.977, 3) there was no influence of peers on learning motivation with a path coefficient value of 0.082 and a t-count value of 1.007<t-table 1.977, and 4) there was an influence of parental support on learning motivation with a path coefficient value of 0.285 and a t-count value of 2.869>t-table 1.977. 5) There is an effect of learning discipline on learning achievement with a path coefficient value of 0.284 and a calculated t value of 2.376 > t table 1.977, 6) There is an effect of learning interest on learning achievement with a path coefficient value of 0.407 and a calculated t value of 3.220 > t table 1.977, 7) There is an influence of peers on learning achievement with a path coefficient value of 0.410 and a calculated t value of 6.029 > t table 1.977, 8) There is an effect of parental support on learning achievement with a path coefficient value of 0.268 and a calculated t value of 3.146 > t table 1.977, 9) There is an effect of learning motivation on learning achievement with a path coefficient value of 0.148 and a calculated t value of 2.034 > t table 1.997.Learning discipline, students should better organize their study schedule at home so they know when to play and study. Interest in learning, students should be more focused in learning so as not to get bad grades. As a solution, teachers should provide time for ice breaking so that students can refocus. Peers, teachers should pay more attention to their students so that students do not feel left out from their friends. Parental support, parents should be able to pay more attention to their children so that students do not feel a lack of attention, both from others around them and from their parents. Learning motivation, students should do their assignments regularly and try to get satisfactory grades by working together with their friends at home.
The Influence of Economic Growth, Income Distribution Inequality, Unemployment Rate, Education, Health, Per Capita GDP, and Consumption on the Poverty Rate of Districts/Cities in West Sumatra from 2015-2024 Viki Gusriadi; Ansofino; Yosi Eka Putri
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.803

Abstract

This study aims to determine: (1) the effect of economic growth on poverty in the regencies/cities of West Sumatra Province, (2) the effect of income distribution inequality on poverty in the regencies/cities of West Sumatra Province, (3) the effect of the unemployment rate on poverty in the regencies/cities of West Sumatra Province, (4) the effect of education on poverty in the regencies/cities of West Sumatra Province, (5) the effect of health on poverty in the regencies/cities of West Sumatra Province, (6) the effect of GRDP per capita on poverty in the regencies/cities of West Sumatra Province, (7) the effect of consumption on poverty in the regencies/cities of West Sumatra Province, and (8) the simultaneous effect of economic growth, income distribution inequality, unemployment, education, health, GRDP per capita, and consumption on poverty in the regencies/cities of West Sumatra Province. This research is a quantitative study conducted in West Sumatra Province from 2015–2024. The data used in this study are secondary data covering the years 2015–2024, with a total of 190 samples. The data collection techniques used were documentation and literature study, while the data were analyzed using panel data regression with the Eviews program. The results of the study show that: (1) an increase in all variables used in this study has an impact on poverty levels in the regencies/cities of West Sumatra Province. The greatest impact was found in the Mentawai Islands Regency at 25.941073 units, while the lowest was in Sawahlunto City at 24.410371 units. (2) An increase in economic growth affects poverty, with the highest impact in the Mentawai Islands Regency at 0.52864 units and the lowest in Sawahlunto City at -1.002062 units. (3) An increase in income distribution inequality impacts poverty, with the highest in the Mentawai Islands Regency at 0.707191 units and the lowest in Sawahlunto City at -0.823511 units. (4) An increase in unemployment affects poverty, with the highest impact in the Mentawai Islands Regency at 0.577847 units and the lowest in Sawahlunto City at -0.952855 units. (5) An increase in education influences poverty, with the highest in the Mentawai Islands Regency at 0.644134 units and the lowest in Sawahlunto City at -0.886568 units. (6) A decline in health affects poverty, with the highest impact in the Mentawai Islands Regency at -4.895513 units and the lowest in Sawahlunto City at -6.426215 units. (7) An increase in GRDP per capita influences poverty, with the highest impact in the Mentawai Islands Regency at -0.355639 units and the lowest in Sawahlunto City at -1.175063 units. (8) An increase in consumption affects poverty, with the highest impact in the Mentawai Islands Regency at 0.853609 units and the lowest in Sawahlunto City at -0.677093 units.
PENGARUH KEPERCAYAAN DIRI, KECERDASAN EMOSIONAL, LINGKUNGAN KELUARGA, DAN LINGKUNGAN SEKOLAH TERHADAP PRESTASI BELAJAR SISWA MELALUI DISIPLIN BELAJAR SEBAGAI VARIABEL INTERVENING KELAS XI/FASE F PADA MATA PELAJARAN EKONOMI DI SMA NEGERI 5 PADANG Antika Desparni; Desi Areva; Dina Amaluis
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.806

Abstract

This study aims to determine the influence of self-confidence, emotional intelligence, family environment, and school environment on students’ academic achievement through learning discipline as an intervening variable in Grade XI/Phase F Economics subject at SMA Negeri 5 Padang. This type of research is associative. The population in this study consisted of 79 Grade XI/Phase F students in the Economics subject at SMA Negeri 5 Padang. The sampling technique used was stratified random sampling. The results of this study show that:1) There is a significant influence of self-confidence on learning discipline, indicated by a path coefficient value of 0.226. This coefficient is significant because the t-count value of 2.417 > t-table 1.66437 with a significance value of 0.018 < α = 0.05. This means H0 is rejected and Ha is accepted. 2) There is a significant influence of emotional intelligence on learning discipline, indicated by a path coefficient value of 0.278. This coefficient is significant because the t-count value of 2.975 > t-table 1.66437 with a significance value of 0.004 < α = 0.05. This means H0 is rejected and Ha is accepted. 3) There is a significant influence of the family environment on learning discipline, indicated by a path coefficient value of 0.414. This coefficient is significant because the t-count value of 4.414 > t-table 1.66437 with a significance value of 0.000 < α = 0.05. This means H0 is rejected and Ha is accepted. 4) There is a significant influence of the school environment on learning discipline, indicated by a path coefficient value of 0.278. This coefficient is significant because the t-count value of 2.968 > t-table 1.66437 with a significance value of 0.004 < α = 0.05. This means H0 is rejected and Ha is accepted. 5) There is a significant influence of learning discipline on academic achievement, indicated by a path coefficient value of 0.322. This coefficient is significant because the t-count value of 11.429 > t-table 1.66437 with a significance value of 0.000 < α = 0.05. This means H0 is rejected and Ha is accepted. 6) There is a significant influence of self-confidence on academic achievement, indicated by a path coefficient value of 0.370. This coefficient is significant because the t-count value of 15.741 > t-table 1.66437 with a significance value of 0.000 < α = 0.05. This means H0 is rejected and Ha is accepted. 7) There is a significant influence of emotional intelligence on academic achievement, indicated by a path coefficient value of 0.381. This coefficient is significant because the t-count value of 15.943 > t-table 1.66437 with a significance value of 0.000 < α = 0.05. This means H0 is rejected and Ha is accepted. 8) There is a significant influence of the family environment on academic achievement, indicated by a path coefficient value of 0.410. This coefficient is significant because the t-count value of 16.077 > t-table 1.66437 with a significance value of 0.000 < α = 0.05. This means H0 is rejected and Ha is accepted. 9) There is a significant influence of the school environment on academic achievement, indicated by a path coefficient value of 0.396. This coefficient is significant because the t-count value of 16.501 > t-table 1.66437 with a significance value of 0.000 < α = 0.05. This means H0 is rejected and Ha is accepted.
THE EFFECT OF LEARNING TIME MANAGEMENT, SELF-EFFICACY, LEARNING READINESS, PARENTAL SUPPORT, AND LEARNING INDEPENDENCE ON THE LEARNING ACHIEVEMENT OF GRADE XI STUDENTS IN PHASE F AT ECONOMICS SUBJECT AT SMA N 1 SITIUNG Iqsan Oknanta Saputra; Lovelly Dwinda Dahen; Fifi Yasmi
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.812

Abstract

This study aims to analyze: 1) The effect of time management on academic achievement, 2) the effect of self-efficacy on academic achievement, 3) the effect of learning readiness on academic achievement, 4) the effect of parental support on academic achievement, 5) the effect of learning independence on academic achievement. The type of research used in this study is associative research.The research was conducted in July 2025. The population in this study was all 11th grade students in economics at SMAN 1 Sitiung. The sample in this study consisted of 107 people. The sampling technique used was random sampling, and the data analysis techniques used were descriptive analysis and inductive analysis, with the help of Eviews and SPSS version 21.0. The results of the study indicate that 1) time management affects learning achievement with a coefficient value of -0.208, a t-value of 2.126 > t-table value of 1.983, and a significance value of 0.036 < 0.05. 2) Self-efficacy influences academic achievement with a coefficient value of 0.433, a calculated t-value of 2.004 > the table t-value of 1.983, and a significance level of 0.048 < 0.05. 3) Learning readiness influences academic achievement with a coefficient value of -0.547, a calculated t-value of 2.319 > the table t-value of 1.983, and a significance level of 0.022 < 0.05. 4) Parental support influences academic achievement with a coefficient value of -0.192, a calculated t-value of 2.026 > the table t-value of 1.983, and a significance level of 0.045 < 0.05. 5) Learning independence influences academic achievement with a coefficient value of -2.894, a calculated t-value of 2.324 > the critical t-value of 1.983, and a significance level of 0.022 < 0.05. 6) Time management, self-efficacy, readiness to learn, parental support, and learning independence together (simultaneously) significantly influence academic achievement. The calculated F value is 4.780 > the table F value of 2.30 and the significance value is 0.001 < 0.05.
PENGARUH PERSEPSI SISWA TENTANG KETELADANAN GURU, MINAT BELAJAR, KESADARAN DIRI, TEMAN SEBAYA, DAN MEDIA SOSIAL TERHADAP KEDISIPLINAN PESERTA DIDIK KELAS X PADA MATA PELAJARAN EKONOMI DI SMA N 1 KOTO BALINGKA KABUPATEN PASAMAN BARAT Nurhaliza Kotmi; Citra Ramayani; Lovelly Dwinda Dahen
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.813

Abstract

This research aims to determine: The influence of Students' Perception of Teacher Role Models, Learning Interest, Self-Awareness, Peers, and Social Media on the Discipline of Class X Students in Economics Subject at SMA N 1 Koto Balingka, Pasaman Barat Regency. This type of research is associative. The population in this study is Class X students in the Economics Subject at SMA N 1 Koto Balingka, Pasaman Barat Regency. The sampling technique used is stratified random sampling based on parental income. The results of this study indicate: there is a significant influence between teacher role models, learning interest, self-awareness, peers, and social media collectively on student discipline with a calculated F value of 327.750 > table F value of 2.34 and a significance value of 0.026 < 0.05.
The Influence of Study Habits, Digital Literacy, Critical Thinking Skills, Teacher Competence, and the Implementation of Moving Class Learning on the Learning Achievement of 11th Grade Students in Economics Subjects Rega Oktavia; Desi Areva; Mona Amelia
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.814

Abstract

This study aims to determine: (1) the effect of study habits on learning achievement, (2) the effect of digital literacy on learning achievement, (3) the effect of critical thinking skills on learning achievement, (4) the effect of teacher competence on learning achievement, (5) the effect of the implementation of moving class learning on learning achievement, and (6) the joint effect of study habits, digital literacy, critical thinking skills, teacher competence, and the implementation of moving class learning on learning achievement. The population of this study consisted of grade XI students of SMA N 1 Lembah Gumanti enrolled in economics learning. The sampling technique used was stratified random sampling, with a total sample of 102 students. Data were collected through questionnaires that had been tested for validity and reliability, as well as student achievement documentation. Data analysis was conducted using multiple linear regression, along with t-tests and F-tests, with the aid of SPSS and Eviews software. The results of the study show that: (1) study habits have a significant effect on economics learning achievement, with a coefficient value of 0.155 and a significance level of 0.000 < 0.05, with stronger effects on students from low-income families; (2) digital literacy significantly affects economics learning achievement, with a coefficient of 0.284 and a significance level of 0.000 < 0.05, with stronger effects on students from high-income families; (3) critical thinking skills show a significant effect, with a coefficient of 0.240 and a significance level of 0.000 < 0.05, being more dominant among students from high-income families; (4) teacher competence also significantly influences economics learning achievement, with a coefficient of 0.240 and a significance level of 0.000 < 0.05, where perceptions of teacher competence have greater effects on students from high-income families; (5) the implementation of moving class learning has a significant effect, with a coefficient of 0.112 and a significance level of 0.036 < 0.05, with stronger effects on students from high-income families; and (6) study habits, digital literacy, critical thinking skills, teacher competence, and the implementation of moving class learning jointly have a significant effect on learning achievement, with an F-value of 9.032 > F-table value of 2.52 and a significance level of 0.000 < 0.05. This indicates that Ha is accepted and H0 is rejected.
Career Choices of Students from Broken Home Families Miftahul Rahmi; Rila Rahma Mulyani; Rahmawati Wae
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.815

Abstract

This research is motivated by the presence of students from broken home families who lack confidence in their career choices and are not yet able to develop their careers. This study aims to understand the career choices of students from broken home families from the following aspects: 1) self-confidence in career choices, 2) responsibility in career choices, 3) guidance and self-development, 4) perseverance, creativity, and initiative, 5) desire to independently pursue their career choices. This type of research uses qualitative descriptive methods with 2 key informants, SH and KAR. Additional informants include 4 people, EDF, ALN, W, and N. Data collection techniques involve interviews, and the analysis technique includes data reduction, data presentation, and drawing conclusions. The results of this study show differences between the two informants, SH and KAR, in choosing a career: 1) SH students are confident in choosing a career because they already know their interests and talents. Informant KAR shows relatively low confidence because they do not know their interests and talents. 2) SH students have a responsible attitude and effort in the learning process, both in theory and practice, while KAR students tend to be lazy during practice and do not focus on their chosen field. 3) SH students can identify their potential in the automotive field and are able to develop their potential, while KAR students are still confused about their potential despite attending a career-focused school. 4) SH students have not yet applied the three aspects of diligence, creativity, and initiative in their career choice process, but they have applied these three aspects in their learning process. KAR students do not apply these three aspects in their learning process. 5) SH students have internal motivation to choose a career, while KAR students lack internal motivation. The results of this study indicate that students from broken home families tend to face obstacles in making career choices. Therefore, it is recommended that the school, particularly the guidance counselors, provide more intensive and directed career counseling services.
The Influence of Study Discipline, Reward Giving, Parental Support, and Learning Facilities on Phase F Learning Achievement Thru Student Learning Interest as an Intervening Variable in Economics Subjects Khodija; Fifi Yasmi; Rika Verawati
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.817

Abstract

This study aims to determine: (1) the effect of learning discipline on academic achievement, (2) the effect of learning discipline on academic achievement through learning interest as an intervening variable, (3) the effect of reward on academic achievement, (4) the effect of reward on academic achievement through learning interest as an intervening variable, (5) the effect of parental support on academic achievement, (6) the effect of parental support on academic achievement through learning interest as an intervening variable, (7) the effect of learning facilities on academic achievement, (8) the effect of learning facilities on academic achievement through learning interest as an intervening variable, and (9) the effect of learning interest on academic achievement. This research is an associative study. The population in this study consisted of students from classes F3, F4, F5, and F6, with a total sample of 89 students selected using proportional random sampling. The research instrument used was a closed questionnaire, and the data analysis employed path analysis and t-test. The results of the study show that: (1) learning discipline has a positive and significant effect on learning interest with a path coefficient of 0.488 and a t-value of 5.536 > t-table 1.663, (2) reward has a negative and significant effect on learning interest with a path coefficient of -0.236 and a t-value of -2.946 > t-table 1.663, (3) parental support has a negative and significant effect on learning interest with a path coefficient of -0.168 and a t-value of -2.101 > t-table 1.663, (4) learning facilities have a positive and significant effect on learning interest with a path coefficient of 0.592 and a t-value of 7.132 > t-table 1.663, (5) learning discipline has a negative and significant effect on students’ academic achievement with a path coefficient of -0.284 and a t-value of -2.371 > t-table 1.663, (6) reward has a negative and significant effect on students’ academic achievement with a path coefficient of -0.244 and a t-value of -2.391 > t-table 1.663, (7) parental support has a positive and significant effect on students’ academic achievement with a path coefficient of 0.404 and a t-value of 3.884 > t-table 1.663, (8) learning facilities have a negative and significant effect on students’ academic achievement with a path coefficient of -0.269 and a t-value of -2.019 > t-table 1.633, and (9) learning interest has a positive and significant effect on students’ academic achievement with a path coefficient of 0.536 and a t-value of 3.879 > t-table 1.975.
pengaruh kecerdasan emosional,lingkungan sekolah,media pembelajaran,dan lingkungan keluarga terhadap hasil belajar melalui variabel disiplin belajar siswa kelas X fase E pada mata pelajaran ekonomi di sman 13 padang Afdhalita Nurhasana; Lovelly Dwinda Dahen; Dina Amaluis
Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58737/jpled.v6i1.820

Abstract

This study aims to determine: the influence of emotional intelligence, school environment, learning media, family environment and learning discipline on the learning outcomes of class X students in Phase E Economics Subjects at SMA N 13 Padang. This type of research is associative. The population in this study were class X students in Economics Subjects at SMAN 13 Padang. The sampling technique used the Proportional Random Sampling technique. Based on learning outcomes. The results of this study indicate the influence of emotional intelligence on discipline with a significant value of 0.886> t count 144, school environment on discipline with a significant value of 0.019> t count 2.384, learning media on learning discipline with a significant value of 0.024> t count 2.299, family environment on learning discipline with a significant value of 0.011> t count 2.576, emotional intelligence on learning outcomes with a significant value of 0.001> t count 3.994, school environment on learning outcomes with a significant value of 0.000> t-count 3.994, learning media on learning outcomes with a significant value of 0.234> t-count 1.198, family environment on learning outcomes with a significant value of 0.000> t-count 10.091, learning discipline on learning outcomes 0.214> t-count 1.251.

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