PENGARUH GAYA BELAJAR TERHADAP PRESTASI BELAJAR SISWA DALAM MATA PELAJARAN AKUNTANSI KEUANGAN KELAS XI KOMPETENSI KEAHLIAN AKUNTANSI SMK NEGERI 1 BANDUNG

• Main Author: Kanti, Elysa Aulia (Author)
• Format: Book
• Published: 2015-10-30.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian ini dilakukan di SMK Negeri 1 Bandung kelas XI Kompetensi Keahlian Akuntansi tahun ajaran 2014/2015 mengenai pengaruh gaya belajar siswa terhadap prestasi belajar siswa dalam mata pelajaran Akuntansi Keuangan. Gaya belajar yang diteliti adalah gaya belajar modalitas VAK yaitu Visual, Auditori, dan Kinestetik. Penelitian ini bertujuan untuk mengetahui gaya belajar siswa terhadap prestasi belajar siswa. Sampel dalam penelitian ini adalah seluruh anggota populasi, yaitu 140 siswa. Metode penelitian yang digunakan adalah metode survey melalui pendekatan kuantitatif. Alat pengumpulan data menggunakan angket/kuesioner. Pengujian hipotesis yang digunakan adalah Kruskal Wallis karena data tidak berdistribusi normal. Hasil uji Kruskal Wallis menunjukkan nilai H sebesar 0,66 dan nilai kritis sebesar 5,991. Nilai kritis didapat dari tabel chi kuadrat dengan α sebesar 0,05 dan df=2. Nilai H ≤ nilai kritis yaitu 0,66 ≤ 5,991 yang artinya H0 diterima dan Ha ditolak. Apabila H0 diterima, maka tidak terdapat perbedaan prestasi belajar siswa berdasarkan gaya belajar (visual, auditori, kinestetik). ---------- This research was conducted in SMK Negeri 1 Bandung class XI Accounting Skills Competency academic year 2014/2015 about the students learning styles influence on student achievement in the subjects of Financial Accounting. The studied learning styles is VAK learning style modalities, are Visual, Auditory, Kinesthetic. This study aims to determine students' learning styles of student achievement. The sample in this study were all members of the population, 140 students. The method that was used was survey method with quantitative approach. The collecting data tool used questionnaire. The test for the hypothesis used was Kruskal Wallis because the data distribution is not normal. Kruskal Wallis test results showed the H value is 0,66 and the critical value is 5,991. Critical value obtained from chi squared table with α is 0.05 and df=2. H value ≤ critical value is 0,66 ≤ 5,991, which means H0 accepted and Ha rejected. If H0 is accepted, there is no difference in student achievement based on learning styles (visual, auditory, kinesthetic).

Item Description

http://repository.upi.edu/21466/1/S_PEA_1104205_Title.pdf
http://repository.upi.edu/21466/2/S_PEA_1104205_Abstract.pdf
http://repository.upi.edu/21466/3/S_PEA_1104205_Table_of_content.pdf
http://repository.upi.edu/21466/4/S_PEA_1104205_Chapter1.pdf
http://repository.upi.edu/21466/6/S_PEA_1104205_Chapter2.pdf
http://repository.upi.edu/21466/7/S_PEA_1104205_Chapter3.pdf
http://repository.upi.edu/21466/8/S_PEA_1104205_Chapter4.pdf
http://repository.upi.edu/21466/5/S_PEA_1104205_Chapter5.pdf
http://repository.upi.edu/21466/9/S_PEA_1104205_Bibliography.pdf
http://repository.upi.edu/21466/10/S_PEA_1104205_Appendix.pdf