PENGARUH LINGKUNGAN SEKOLAH, KOMPETENSI GURU, DAN MINAT BELAJAR TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN EKONOMI Kasus pada SMA dan MA: Al-Azhar Citangkolo Kota Banjar

• Main Author: Rohyatul Kirom, - (Author)
• Format: Book
• Published: 2012-10-31.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/91586/1/s__pek_0807102__chapter5.pdf; http://repository.upi.edu/91586/2/s__pek_0807102__chapter1.pdf; http://repository.upi.edu/91586/2/s__pek_0807102__chapter3.pdf; http://repository.upi.edu/91586/3/s__pek_0807102__table_of_content.pdf; http://repository.upi.edu/91586/4/s__pek_0807102__bibliography.pdf
• Keywords: L Education (General)

Abstrak "Pengaruh Lingkungan Sekolah, Kompetensi Guru, dan Minat Belajar Terhadap Hasil Belajar Siswa pada Mata Pelajaran Ekonomi (Kasus pada SMA dan MA Al-Azhar Citangkolo Kota Banjar)". Dibawah bimbingan Dra. Neti Budiwati M.Si dan Lizza Suzanti S.Pd.,M.Si.Tujuan penelitian ini yaitu untuk mengetahui pengaruh lingkungan sekolah, kompetensi guru dan minat belajar terhadap hasil belajar. Penelitian ini menggunakan metode penelitian studi kasus dengan responden siswa kelas X SMA dan MA Al-Azhar Citangkolo sebanyak 121 siswa dengan teknik analis data menggunakan analisis jalur (path analysis).Dalam penelitian ini, terdapat 2 model substruktur. Berdasarkan hasil penelitian, pada model substruktur 1 (minat belajar sebagai variabel terikat) diperoleh nilai koefisien determinasi (R2) sebesar 0,235 atau 23,5%, artinya besarnya sumbangan (kontribusi) variabel bebas yaitu variabel lingkungan sekolah (X1) dan kompetensi guru (X2) mampu menjelaskan minat belajar (X3) sebesar 23,5% dan sisanya 76,5% dijelaskan oleh variabel lain di luar model. Selanjutnya, pada model substruktur 2 (hasil belajar sebagai variabel terikat) diperoleh nilai koefisien determinasi sebesar 0,407 atau 40,7% artinya bahwa variabel lingkungan sekolah (X1), kompetensi guru (X2), dan minat belajar (X3) mampu menjelaskan hasil belajar sebesar 40,7% dan sisanya sebesar 59,3% dijelaskan oleh variabel lain di luar model.Berdasarkan hasil penelitian diperoleh temuan bahwa secara simultan variabel lingkungan sekolah (X1), kompetensi guru (X2) dan minat belajar (X3) berpengaruh terhadap hasil belajar siswa di SMA dan MA Al-Azhar Citangkolo Kota Banjar. Namun, secara parsial kompetensi pedagogik dan kompetensi kepribadian tidak signifikan terhadap minat belajar (pada model substruktur 1). Sedangkan variabel lain seperti lingkungan sekolah berpengaruh negatif; kompetensi sosial dan kompetensi profesional signifikan terhadap minat belajar Selanjutnya pada model substruktur 2, secara parsial kompetensi sosial tidak signifikan terhadap hasil belajar. Sedangkan variabel lain seperti lingkungan sekolah negatif signifikan; kompetensi pedagogik dan kompetensi kepribadian signifikan; kompetensi profesional berpengaruh negatif; dan minat belajar signifikan terhadap hasil belajar siswa.Kata Kunci : lingkungan sekolah, kompetensi guru, kompetensi pedagogik, kompetensi kepribadian, kompetensi sosial, kompetensi profesional, minat belajar, dan hasil belajar. Abstract "The Influent of School Environment, Teachers Competency, and Interests Learning of Student Toward Student Achievement In Economics Lesson." (Case of the SMA and MA Al-Azhar Citangkolo Banjar City)The study is aimed to find out the influence of School Environment, Teachers Competency, and Interests Learning of Student Toward Student Achievement In Economics Lesson. This study used case study method with respondence were students of class of the SMA and MA Al-Azhar Citangkolo as many as 121 student. This study used Path Analysis.In this study, there are 2 models of substructure. Based on this research, the model of substructure 1 (interests learning of student as the dependent variable) values R03;R03;obtained coefficient of determination (R2) of 0.235 or 23.5%, meaning that the amount of the contribution independent variable the school environment variables (X1) and teacher competence (X2) can explain the interests learning of student (X3) of 23.5% and the remaining 76.5% is explained by other variables outside the model. Furthermore, the model substructure 2 (student achievement as the dependent variable) values R03;R03;obtained coefficient of determination equal to 0.407 or 40.7% means that the school environment variables (X1), teacher competence (X2), and interests in learning (X3) can explain the student achievement for 40.7% and the remaining 59.3% is explained by other variables outside the model.Based on the results obtained by the finding that the school environment variables simultaneously (X1), teacher competence (X2) and interest in learning (X3) effect on the student achievement in SMA and MA Al-Azhar Citangkolo Banjar. However, partially pedagogical competence and personality are not significant to the interests learning of students (on the model of the substructure 1). While other variables such as negative school environment; social competence and professional competence significant interests learning of students further on the model substructure 2, partial social competence were not significant on student achievement. While other variables such as the significant negative school environment; pedagogical competence and personality significantly, negatively affect professional competence, and interests learning of students significant impact on student achievement.keywords: School Environment, Teacher Competency, Pedagogical Competence, Personal Competence, Social Competence, Professional Competence, Interest Learning of Students, And Students Achievement.