PENGARUH DISIPLIN BELAJAR DAN LINGKUNGAN SEKOLAH TERHADAP HASIL BELAJAR MATA PELAJARAN OTOMATISASI TATA KELOLA SARANA DAN PRASARANAPADA SISWA KELAS XI ADMINISTRASI PERKANTORAN SMKS TIRTA SARI SURYAJAKARTA

EFFENDI, SHALAWATI YASMIN (2019) PENGARUH DISIPLIN BELAJAR DAN LINGKUNGAN SEKOLAH TERHADAP HASIL BELAJAR MATA PELAJARAN OTOMATISASI TATA KELOLA SARANA DAN PRASARANAPADA SISWA KELAS XI ADMINISTRASI PERKANTORAN SMKS TIRTA SARI SURYAJAKARTA. S1 thesis, Fakultas Ekonomi.

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Abstract

SHALAWATI YASMIN EFFENDI. 8105154113. The Effect of Learning Discipline and School Environment on OTK Learning Outcomes of Facilities and Infrastructures in XI Class Office Officers in Tirta Sari Surya SMKS Jakarta. Essay. Jakarta: Economic Education Study Program, Faculty of Economics, Jakarta State University, 2019. This study discusses how to study learning and the school environment on the learning outcomes of Automation of Facilities and Infrastructure Management in Class XI Office Office Students at Tirta Sari Surya SMKS Jakarta. This research was conducted from October to January 2019. The research method used was a survey method using correlational. The population in this study were all students in Tirta Sari Surya Jakarta Private Vocational School, which supported. The population reached was students of Class XI Office Administration at SMK Hang Tuah 1 Jakarta which collected 129 students, the study sample was 95 students. The technique used is a proportional random technique. Data has a normal distribution and has a linear relationship. Based on the classic assumption test, in the multicollinearity test is the Tolerance value of the learning discipline of 0.883>0.1, and the VIF value of 1.133 <10. While the results of heteroscedasticity test through the Spearman rho test, the significance value of Learning Discipline is 0.386>0.05 and the School Environment is 0.763>0.05. Furthermore the regression obtained is Ŷ = 16,477 +, 676 X1 + 0,249 X2. Based on hypothesis testing consisting of F test and t test. first, based on the results of the F test then (Fcount> Ftable), which is equal to 39,988> 3.10. Second, based on the results of the t test then (tcount>t table), namely the learning discipline of 6.319>1.986 and the school environment of 3.781<1.986. Based on the test coefficient of determination, coordination of learning and the school environment towards learning outcomes is 46.5% while the remaining 53, 5% by other factors that are not understood. The conclusion of this study is a significant renewal between the discipline of learning and the school environment on the learning outcomes of Automation of Facilities and Infrastructure in Class XI Office Administration Students at Tirta Sari Surya SMKS Jakarta. Therefore, the disciplinary learning variables need to pay more attention to school attendance and discipline so that they no longer run accordingly so that students have no difficulty in teaching and learning activities. Whereas in the school environment variable with indicators of the physical environment and social environment, the lowest is the physical environment that is not conducive. Therefore, schools are expected to be able to create a harmonious atmosphere. Keywords: Learning Discipline, School Environment and Learning Outcomes

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