SETIAWAN, GALIH (2014) HUBUNGAN ANTARA TINGKAT INTELEGENSI (IQ) DAN MOTIVASI BELAJAR DENGAN PRESTASI AKADEMIK SISWA DI SMA NEGERI 2 TANGERANG. S1 thesis, Universitas Negeri Jakarta.

Text
COver.pdf Download (640kB)  Preview 


Text
Table_Of_Content.pdf Download (90kB)  Preview 


Text
Chapter 1.pdf Download (131kB)  Preview 

Text
Chapter 2.pdf Restricted to Registered users only Download (237kB) 


Text
Chapter 3.pdf Download (216kB)  Preview 

Text
Chapter 4.pdf Restricted to Registered users only Download (211kB) 


Text
Chapter 5.pdf Download (115kB)  Preview 


Text
Bibiliography.pdf Download (117kB)  Preview 
Abstract
GALIH SETIAWAN. Relationship Between Intelligence Quotient ( IQ ) and Motivation Learning with Student Academic Achievement SMAN 2 Tangerang . Thesis , Jakarta: Accounting Education Program. Department of Economics and Administration , Faculty of Economics , State University of Jakarta.Januari 2014. Academic achievement is desire and expectations of all parties, both the school and the students themselves , however, achievement is not necessarily obtained by all students . Therefore , the school requires appropriate strategies to improve academic achievement , including through the IQ factor and motivation to learn . IQ and achievement requires considerable motivation to learn as a factor to support the academic achievement of students . This study aims to determine the relationship between the first , the relationship between intelligence quotient ( IQ ) and motivation to learn the academic achievement of students of SMAN 2 Tangerang . The data used are secondary and primary data . Data were analyzed with descriptive statistics and parametric statistics include correlation , coefficient of determination , t test , F test and regression . From the calculation , note the significant value of Y over 0,200 X sebesar . Thus the significance values > 0,005 sigifikansi level so that it can be concluded that the Y over the X 1 is normal . For a significance value Y over 0,200 X sebesar . Thus the significance values > 0,005 sigifikansi level so that it can be concluded that the Y over the X 1 is normal . Then , the results of statistical calculation shows the regression equation y = 2.558 + 0.006 X 2 adalah very significant , because the calculated F value ( 22.435 ) > = 0.05 , which is 3.17 .αF table at Meanwhile, to 1 test the linearity regression calculated F value of 29.514 , while = 0.05 with 26 df numerator andαthe value of the F  table at denominator df 1 is 249.453 . Therefore, the value of the F  count < F  table , the regression equation of academic achievement with intelligence quotient ( IQ ) is linear . The coefficient of determination ( ry1 ² ) = 0.286 , which means 28.6 % of the variation can be explained by the academic achievement variasiintelligence quotient ( IQ ) through a regression equation y = 2.558 + 0.006 X . To test the significance of the regression coefficient of Y over F  =αcalculated value X 2 1 diperoleh 22.375 while the value of F table at 0.05 is 3.17 . From the calculation it is known that the calculated F value ( 22.375 ) > F table value ( 3.17 ) , thus indicating that the regression equation Y Y = 2.719 + 0.007 X adalah very significant . As for the linearity test regression is known that the value of F obtained ( 20.004 ) < = 0.05 with 26 df numerator andαF table value at denominator df 1 ( 249.453 ) . With these results, the form of the regression equation y = 2.719 + 0.007 X is linear . The result significance of the correlation coefficient calculation obtained thit = 4.730 > table = 1.68 at α = 0.05 it can be concluded that the correlation coefficient between motivation learning withacademic achievement is very significant . The coefficient of determination ( ry2 ² ) = 0.285 which means that 28.5% of the variation or fluctuation of academic achievement can be explained by variations in the motivation to learn through the regression equation y = 2.719 + 0.007 X . The significance test of the regression equation it can be concluded that the multiple regression equation Ŷ = 2.374 + 0.004 X1 + 0.005 X 2 very significant . Conclusions are based on the value of Fhit ( 19.236 ) > Ftab ( 3.17 ) . This means that there is a positive relationship between intelligence quotient ( IQ ) and motivation to learn together with academic achievement . From the calculation of multiple correlation coefficient significance test Fhit = 19.236 > F = 3.17 it can be concluded that the correlation coefficient between the cost of promointelligence quotient ( IQ ) and motivation to learn together with academic achievement has a correlation coefficient ( Ry.12 ) = 0.642 is very signifikan. From correlation coefficient will then be able to know the coefficient of determination ( ry.12 ² ) = 0.412 , which means 41.2 % variation in academic achievement can be explained by the intelligence quotient ( IQ ) and motivation learning through regression equation y = 2.374 + 0.004 X1 + 0.005 X2. Based on these results , it is by intelligence quotient ( IQ ) and motivation needs to be improved . Academic achievement can be improved by optimizing by intelligence quotient ( IQ ) and the motivation to learn the need for cooperation with the school students themselves so motivated for achievement
Item Type:  Thesis (S1) 

Additional Information:  Pembimbing I:Dra. Sri Zulaihati, M.Si Pembimbing II:Susi Indiani, M.S.Ak 
Subjects:  Ilmu Sosial (Social Science) Ilmu Sosial (Social Science) > Pendidikan (Education) Ilmu Sosial (Social Science) > Pendidikan (Education) > Institusi Pendidikan dan Aktivitasnya (Educational Institutions & Activities) Ilmu Sosial (Social Science) > Pendidikan (Education) > Pendidikan Sekolah Lanjutan (Secondary Education) 
Divisions:  Fakultas Ekonomi > S1 Pendidikan Akuntansi 
Depositing User:  Users 16 not found. 
Date Deposited:  29 Dec 2017 03:37 
Last Modified:  29 Dec 2017 03:37 
URI:  http://repository.fe.unj.ac.id/id/eprint/1944 
Actions (login required)
View Item 