PENGARUH STATUS SOSIAL EKONOMI DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR MATA PELAJARAN PENGANTAR AKUNTANSI PADA SISWA KELAS X SMK DAARUL ULUUM JAKARTA

Hudaiby, Hasan (2014) PENGARUH STATUS SOSIAL EKONOMI DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR MATA PELAJARAN PENGANTAR AKUNTANSI PADA SISWA KELAS X SMK DAARUL ULUUM JAKARTA. S1 thesis, Universitas Negeri Jakarta.

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Abstract

Hasan Hudaiby. The Effect of Socio-Economic Status and Learning Motivation for Learning Outcomes Subject Introduction To Accounting Of Student Class X Departement of Accounting In Smk Daarul Uluum Jakarta. Thesis. Jakarta: Concentration in Accounting Education, Department of Economics and Administration, Faculty of Economics, State University of Jakarta. 2014. Socioeconomic status and learning motivation is one of the few things that define student learning outcomes. Without learning motivation, it will be difficult to get the optimal learning outcomes. Likewise, the socio-economic status, if the socioeconomic status of students will result in inadequate learning process was not effective because students can not buy some of the tools he needs learning, student learning outcomes as a result will not be maximal. The purpose of this study was to determine whether there is influence between socioeconomic status and motivation toward learning outcomes introductory accounting subjects in class X SMK Daarul Uluum. The population of this study were all students in classes X SMK Daarul Uluum which numbered 119 students. A total of 89 students are used as samples. Socioeconomic status variables (X1) and motivation (X2) as independent variables and learning outcomes as the dependent variable (Y). Data obtained from the documentation of learning outcomes average yield daily test students who are secondary data. Socioeconomic status data obtained from the documentation that the student biographical data contained therein parental income data. While the motivation for the study of data obtained through a questionnaire filled in by the respondent. The data is then tested for validity and reliability, and analysis through multiple regression techniques as well as classical assumption. The hypothesis tested dengansignifikan the margin of error of 0.05 using a t-test and analysis of variance (ANOVA) The results showed there is significant effect of sosioeconomic status and learning motivation for learning outcomes, with the regression equation Y = -44.848 + 5.433X1 + 0.373X2. From the analysis of the data, obtained of F is 26.106> F = 3.30. This means that the hypothesis that there is significant relationship between socioeconomic status and learning motivation for learning outcomes received. Meanwhile, the coefficient of determination for R2 is 0.363 which indicates that socioeconomic status and learning motivation can influence learning outcomes to 36.3%. based on the above results, it is advisable for students to find and know what the socio-economic status and learning motivatio them and use them to obtain optimal achievement, for teachers and parents to provide motivation for students so that they can be motivated to learn.

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