Pengaruh Pengelolaan Kelas dan Minat Belajar terhadap Hasil Belajar Siswa pada Mata Pelajaran Ekonomi Kelas X di SMA Negeri 8 Kota Jambi

Yudha, Redi Indra

doi:10.33087/dikdaya.v10i1.156

Cited by 6 publications

(7 citation statements)

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“…Therefore, improving student learning outcomes can be done by improving the class climate in question. In addition, Husna states that there is a significant influence on class climate and interest in learning on the learning outcomes of students in class XI IPS 1, class XI IPS 2 and class XI IPS 3 by 15.3% (R. Husna et al, 2013). Other studies, show that class climate along with other variables have a relationship with student learning outcomes (Hajerina, 2017) (Ningsih et al, 2021) (Kadarsih et al, 2016).…”

Section: Resultsmentioning

confidence: 95%

Classroom Climate: Unique Dependent and Independent Variables

Jabar

Hadianto

Kusumastuti

et al. 2023

j. lesson learning stud.

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Class climate plays a dual role as a dependent and independent variable. As a dependent variable, the class climate is influenced by several variables. On the other hand, as an independent variable, the class climate is correlated with other variables. This research aims to confirm the studies that have been done before and ensure that these related variables must be increased or become the impact of increasing the classroom climate. This type of research is a literature study that explores more than 40 articles about classroom climate conducted in Indonesia and other countries. The data analysis technique used is descriptive qualitative analysis. The results of this study indicate that among the variables that influence or contribute to classroom climate are simulation strategies, student attitudes, teacher behaviour, and integration between media and learning approaches. Variables that are affected by classroom climate include student behaviour, student achievement, student motivation, learning outcomes, and bullying behaviour. Therefore, teachers and principals are recommended to increase the variables that affect classroom climate and the classroom climate itself because they will also affect other variables. This study convinces the reader that classroom climate is an intermediary variable which is a key factor for improving the learning process.

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Section: Resultsmentioning

confidence: 95%

Classroom Climate: Unique Dependent and Independent Variables

Jabar

Hadianto

Kusumastuti

et al. 2023

j. lesson learning stud.

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“…Faktor lain yang dapat mempengaruhi hasil belajar adalah Gaya belajar dan berpengaruh positif terhadap hasil belajar ekonomi (Suyono, 2018;Triastuti & Sudira, 2019;Yudha, 2020). Gaya belajar merupakan proses pendekatan dalam menjelaskan dan menerima bagaimana setiap individu belajar dan bagaimana setiap individu belajar berkonsentrasi pada proses penguasaan informasi tertentu (Fadhilaturrahmi, Ananda, & Yolanda, 2021;Permana, 2016;Rohman, 2020).…”

Section: Pendahuluanunclassified

“…Faktor-faktor yang ikut mempengaruhi hasil belajar siswa meliputi kemampuan intelektual siswa, gaya belajar siswa, dan motivasi belajar siswa (Lee & Osman, 2012); (Soltani & Askarizadeh, 2021); (Darmasrura, Suharni, & Afriyanti, 2021). Gaya belajar meningkatkan hasil belajar pada mata pelajaran ekonomi dan gaya belajar berpengaruh positif terhadap hasil belajar ekonomi (Suyono, 2018); (Triastuti & Sudira, 2019); (Yudha, 2020). Siswa memiliki gaya belajar yang bervariasi, sehingga dalam proses pembelajaran, guru harus mampu menyiapkan berbagai media pembelajaran, antara Rusli, Suwant, Rasto, Ilham Muhammad / Identifikasi Gaya Belajar Siswa dan Dampaknya terhadap Hasil Belajar: Analisis pada Tingkat Pendidikan Menengah Atas lain penggunaan multimedia ilustrasi untuk siswa dengan gaya belajar visual, multimedia audio untuk siswa dengan gaya belajar auditori, dan multimedia yang melibatkan gerak.…”

Section: Pembahasanunclassified

Identifikasi Gaya Belajar Siswa dan Dampaknya terhadap Hasil Belajar: Analisis pada Tingkat Pendidikan Menengah Atas

Rusli,

Suwatno,

Rasto

et al. 2023

edukasia

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This research is based on the learning outcomes in economics subjects which are still low and the desire to identify trends in students' visual, auditory, and kinesthetic learning styles in economics subjects. With this identification, it is hoped that the teacher will find an effective way as a learning strategy in presenting learning and students will find the most suitable learning method for themselves in receiving learning information. This study uses a quantitative descriptive method. Data collection was carried out using a visual, auditory, and kinesthetic learning style questionnaire. Descriptive statistics are used to analyze the data then look for trends in each student's learning style and calculate the percentage of students as a whole. The research results are as follows. First, the tendency for visual student learning styles is 45% at high levels, 40% medium, and 15% low. The tendency of auditory student learning styles is 21% at high levels, 70% moderate, and 9% low. The tendency of kinesthetic student learning styles is 4% at high levels, 66% moderate, and 30% low. Second, social studies class XI students at Rokan Hulu District Public High School have a visual learning style tendency of 33%, 38% auditory, and 29% kinesthetic students. Third, the average score for students with a visual learning style is 72.4 and the average score for students with an auditory learning style is 77.8 and the average score for students with a kinesthetic learning style is 69.5. Students with an auditory learning style have an average learning result that is better than those with visual and kinesthetic learning styles.

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“…10(2) Interaksi teman sebaya memberikan dampak positif juga negatif. Kesempatan pertemuan antar peserta didik di lingkungan sekolah yang tinggi mempunyai peluang lebih besar yang berakibat pada kegiatan belajar (Yudha et al, 2017). Interaksi teman sebaya bisa menjadi motivasi serta dampak positif yang mendukung saat berlangsungnya proses belajar mengajar.…”

Section: Pendahuluanunclassified

Pengaruh Interaksi Teman Sebaya Dan Self Efficacy Terhadap Hasil Belajar Matematika Siswa Kelas 10

Hidayati,

Wijayanti,

Firmansah

2023

Numeracy

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Kajian ini memiliki tiga tujuan utama, yakni untuk mengetahui (1) pengaruh interaksi teman sebaya pada hasil belajar matematika; (2) pengaruh self-efficacy pada hasil belajar matematika; (3) pengaruh interaksi teman sebaya dan self-efficacy secara bersama-sama pada hasil belajar matematika. Penelitian kuantitatif ini menggunakan metode penelitian expost facto dan siswa kelas 10 SMK Negeri 4 Klaten Tahun Pelajaran 2022/2023 digunakan sebagai subjek penelitian. Sampel diambil dengan teknik cluster random sampling berjumlah 33 siswa kelas 10 AKL 3. Pengumpulan data penelitian menggunakan dua instrumen angket dan satu instrumen tes. Setelah memperoleh data penelitian kemudian diuji prasyarat analisis. Apabila uji prasyarat terpenuhi maka dengan taraf signifikansi 5% dilakukan pengolahan data. Hasil analisis data, diperoleh kesimpulan yakni: (1) interaksi teman sebaya pada hasil belajar matematika berpengaruh positif dan signifikan dengan sumbangan efektif sebesar 16,6%; (2) self-efficacy pada hasil belajar matematika berpengaruh positif dan signifikan dengan sumbangan efektif sebesar 63,4%; (3) interaksi teman sebaya dan self-efficacy pada hasil belajar matematika secara bersama-sama berpengaruh positif dan signifikan. Adapun koefisien determinasi sebesar 0,799 artinya interaksi teman sebaya dan self-efficacy berkontribusi sebesar 80% pada hasil belajar matematika sedangkan variabel lain diluar Penelitian berkontribusi sebesar 20%.AbstractThis study has three main objectives, namely to determine (1) the effect of peer interaction on mathematics learning outcomes; (2) the effect of self-efficacy on mathematics learning outcomes; (3) the effect of peer interaction and self-efficacy together on mathematics learning outcomes. This quantitative research used an ex post facto research method and class 10 students of SMK Negeri 4 Klaten for the 2022/2023 academic year are used as research subjects. The sample was taken using a cluster random sampling technique totaling 33 students of class 10 AKL 3. Research data was collected using two questionnaire instruments and one test instrument. After obtaining the research data, the analysis prerequisites were tested. If the prerequisite tests are met, data processing is carried out at a significance level of 5%. From the results of data analysis, the conclusions obtained were: (1) peer interaction on mathematics learning outcomes has a positive and significant effect with an effective contribution of 16.6%; (2) self-efficacy on mathematics learning outcomes has a positive and significant effect with an effective contribution of 63.4%; (3) peer interaction and self-efficacy on mathematics learning outcomes together have a positive and significant effect. The coefficient of determination is 0.799, meaning that peer interaction and self-efficacy contribute 80% to mathematics learning outcomes while other variables outside research contribute 20%.

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Pengaruh Pengelolaan Kelas dan Minat Belajar terhadap Hasil Belajar Siswa pada Mata Pelajaran Ekonomi Kelas X di SMA Negeri 8 Kota Jambi

Cited by 6 publications

References 0 publications

Classroom Climate: Unique Dependent and Independent Variables

Classroom Climate: Unique Dependent and Independent Variables

Identifikasi Gaya Belajar Siswa dan Dampaknya terhadap Hasil Belajar: Analisis pada Tingkat Pendidikan Menengah Atas

Pengaruh Interaksi Teman Sebaya Dan Self Efficacy Terhadap Hasil Belajar Matematika Siswa Kelas 10

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