HUBUNGAN ANTARA MINAT BELAJAR, MOTIVASI BELAJAR, DAN KESIAPAN BELAJAR DENGAN HASIL BELAJAR SISWA KELAS XI AKUNTANSI PADA MATA PELAJARAN AKUNTANSI KEUANGAN DI SMK NEGERI 50 JAKARTA

ERNI, ERNI (2019) HUBUNGAN ANTARA MINAT BELAJAR, MOTIVASI BELAJAR, DAN KESIAPAN BELAJAR DENGAN HASIL BELAJAR SISWA KELAS XI AKUNTANSI PADA MATA PELAJARAN AKUNTANSI KEUANGAN DI SMK NEGERI 50 JAKARTA. S1 thesis, Universitas Negeri Jakarta.

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Abstract

The Correlation Between Learning Interest, Learning Motivation, and Learning Readiness with Learning Outcomes of Class XI Accounting State Vocational High School 50 Jakarta on Subjects to Financial Accounting. Thesis, Jakarta: Economic Education Study Program, Accounting Education Concentration, Faculty of Economics, Jakarta State University, 2019 This study aims to determine the relationship between interest in learning, learning motivation, and learning readiness with the learning outcomes of class XI students on financial accounting subjects at SMK Negeri 50 Jakarta, both partially and simultaneously. This study uses a survey method with a correlation approach. The affordable population in this study was 108 students. The sampling technique uses propotional random sampling so that a sample of 84 students is obtained. The learning outcome variable data is secondary data obtained from the end of semester test scores. While data on variables of interest in learning, learning motivation, and learning readiness were obtained through questionnaires or questionnaires using a Likert scale. From the requirements of the analysis carried out, the data are stated to be normally distributed and linear with multiple regression equations ̅ The data analysis technique used is multiple regression analysis and hypothesis testing (t test and F test). Based on the results of data analysis, interest in learning interest is known that t count (2.947)> t table (1.990) so that the hypothesis Ho is rejected, it can be concluded that partially there is a significant influence between interest in learning with learning outcomes. In the learning motivation variable t count (3.049)> t table (1.990) so that the hypothesis Ho is rejected, it can be concluded that partially there is a significant effect between motivation to learn and learning outcomes. On the learning readiness variable t count (3.102)> t table (1.990) so that the hypothesis Ho is rejected, it can be concluded that partially there is a significant effect between readiness to learn and learning outcomes. While the results of the Fcount test (44,058)> Ftable (2.72) can be concluded that the variables of interest in learning, learning motivation, readiness to learn together affect the learning outcomes by obtaining a multiple correlation coefficient of 0.789 and the coefficient of determination 62.3 % thus the hypothesis is accepted. Then, based on the results of the test analysis that has been done, the learning outcomes are influenced by learning interest, learning motivation, and learning readiness. Then, based on the results of the analysis tests that have been carried out, student learning outcomes in financial accounting subjects are influenced by interest in learning, motivation to learn, and readiness to learn. Keywords: learning interest, learning motivation, learning readiness, learning outcomes

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