PENGARUH CURIOSITY DAN SELF-ESTEEM TERHADAP MOTIVASI BELAJAR SERTA IMPLIKASINYA TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN EKONOMI

• Main Author: Sidik, Rajip (Author)
• Format: Book
• Published: 2016-12-21.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Penelitian ini dilatarbelakangi oleh adanya penurunan hasil belajar siswa pada mata pelajaran ekonomi dilihat dari nilai rata-rata Ujian Nasional SMA Negeri se-Kota Bandung tahun ajaran 2015/2016. Penelitian ini bertujuan untuk mengetahui pengaruh curiosity dan self-esteem terhadap motivasi belajar serta implikasinya terhadap hasil belajar siswa pada mata pelajaran ekonomi. Metode penelitian yang digunakan yaitu survei eksplanatori. Sampel yang diteliti adalah siswa kelas XI IIS SMA Negeri se-Kota Bandung sebanyak 326 siswa. Teknik analisis data yang digunakan yaitu path analysis. Teknik pengambilan sampel menggunakan random sampling dan proportional random sampling. Temuan penelitian menunjukan bahwa: (1) curiosity, self-esteem, dan motivasi belajar berada pada kategori tinggi, sedangkan hasil belajar berada pada kategori sedang; (2) curiosity dan self-esteem berpengaruh terhadap motivasi belajar; (3) curiosity dan self-esteem berpengaruh terhadap hasil belajar siswa, sedangkan motivasi belajar tidak berpengaruh terhadap hasil belajar siswa pada mata pelajaran ekonomi.;--- This research is motivated by a decline in student learning outcomes on economic subjects seen from the average value of National Examination SMA Bandung throughout the 2015/2016 school year. This study aims to determine the effect of curiosity and self-esteem on motivation to learn and the implications for student learning outcomes on economic subjects. The method used is explanatory survey. The samples studied were students of class XI SMA IIS as the city of Bandung as many as 326 students. The data analysis technique used is path analysis. The sampling technique using proportional random sampling and random sampling. The findings showed that: (1) curiosity, self-esteem and motivation to learn at the high category, while the learning outcomes that are in the moderate category; (2) curiosity and self-esteem can affect motivation; (3) curiosity and self-esteem effect on student learning outcomes, while the motivation to learn has no effect on student learning outcomes on economic subjects.

Item Description

http://repository.upi.edu/28404/1/S_PEK_1305833_Title.pdf
http://repository.upi.edu/28404/2/S_PEK_1305833_Abstract.pdf
http://repository.upi.edu/28404/3/S_PEK_1305833_Table_of_content.pdf
http://repository.upi.edu/28404/4/S_PEK_1305833_Chapter1.pdf
http://repository.upi.edu/28404/5/S_PEK_1305833_Chapter2.pdf
http://repository.upi.edu/28404/6/S_PEK_1305833_Chapter3.pdf
http://repository.upi.edu/28404/7/S_PEK_1305833_Chapter4.pdf
http://repository.upi.edu/28404/8/S_PEK_1305833_Chapter5.pdf
http://repository.upi.edu/28404/9/S_PEK_1305833_Bibliography.pdf
http://repository.upi.edu/28404/10/S_PEK_1305833_Appendix.pdf