HUBUNGAN ANTARA LINGKUNGAN KELUARGA DAN MOTIVASI BELAJAR DENGAN PRESTASI BELAJAR PADA SISWA SMK NEGERI 40 DI JAKARTA

Shinta, Raras (2017) HUBUNGAN ANTARA LINGKUNGAN KELUARGA DAN MOTIVASI BELAJAR DENGAN PRESTASI BELAJAR PADA SISWA SMK NEGERI 40 DI JAKARTA. S1 thesis, Universitas Negeri Jakarta.

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Abstract

RARAS SHINTA. Correlation Between the Family Environment and Learning Motivation on Academic Achievement in Students of Smk Negeri 40 Jakarta. Skirpsi. Jakarta: Study Program of Commerce Education, Faculty of Economics, Universitas Negeri Jakarta, 2017. This study aims to obtain empirical data and facts that are appropriate, valid, and reliable and about the correlation between the family environment and learning motivation on academic achievement in students of SMK Negeri 40 jakarta. This research was held at SMK Negeri 40 Jakarta. For four months starting from March 2017 to June 2017. The research method is survey with correlational approach, the population are students of class XI SMK Negeri 40 Jakarta. Used simple random technique sampling of 114 students. Meanwhile, the analysis technique of this research using simple linear regression. The hypothesis of this study shows that: (1) There is a positive and significant correlation between family environment on academic achievement, this hypothesis is proved by thitung (8,860)> ttable (1.66). (2) There is a positive and significant correlation between learning motivation on academic achievement, this hypothesis is proved by thitung (8,862)> ttable (1.66). The simple regression equation obtained is Ŷ = 55.34 + 0.38X (X1) and Ŷ = 66.35 + 0.25X (X2). Thecorrelation between family environment on academic achievement is obtained from the product moment correlation coefficient is 0.640. So the ability of the family environment variable to explain academic achievement is 40.91% in partial. The correlation between learning motivation and academicachievement is obtained from the Product Moment correlation coefficient is 0.642. So the ability of learning motivation variable to explain academic achievement is 41,22% in partial, while another influenced by other factors outside of this research.

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