PENGARUH FASILITAS BELAJAR DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR SIMULASI DIGITAL PADA SISWA DI SMK NEGERI 44 JAKARTA

PRATAMA, YUDHA ADITYA (2017) PENGARUH FASILITAS BELAJAR DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR SIMULASI DIGITAL PADA SISWA DI SMK NEGERI 44 JAKARTA. S1 thesis, Universitas Negeri Jakarta.

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Abstract

ABSTRACT YUDHA ADITYA PRATAMA. 8105133124. The Influence of Learning Facilities and Achievement Motivation to Digital Simulation Learning Outcomes on Students at Vocational High School 44 Jakarta. Script. Jakarta: Study Program of Economic Education, Faculty of Economic, State University of Jakarta, 2017. The purpose of this research is to know the influence of learning facilities and achevement motivation to digital simulation learning outcomes on students at Vocational High School 44 Jakarta. This research was conducted for four months from February until May 2017. The method of research is survey with correlational approach. The population in this research were all students at Vocational High School 44 Jakarta amounted to 588 students. Population affordability are students of first level class amounted to 205 students. The technique sampling had been used proportional random sampling technique, so the sample in this research was 127 respondents. The technique record of data used quesioner and documentation. Based on the analysis requirements test, data has been normal and have a linear relationship. Based on the classic assumption test, the absence of multicollinearity for Tolerance value of learning facilities and achievement motivation was 0,791 > 0,1, and VIF value of 1,264 < 10. While, heteroskedasticity test with of Spearman’s rho test, the significance of learning facilities 0,578 . 0,05 and achievement motivation 0,838 > 0,05. Than regression equation that Y = 36,425 + 0,235 X1 + 0,191 X2. Based on the hypothesis test was like F tst and t test. First, based on the results of the F test with (F count >Ftable), that of 52,926 > 3,07. Second, based on the results of the t test with (tcount >ttable), that learning facilities of 5,643 > 1,979 and achievement motivation of 5,074 > 1,979. Based on the coefficien determination test, learning facilities and achievement motivation simultaneously influence on learning outcomes of 46,1% while the rest of 53,9% influence by the other factors not research. It is concluded that there are significant influence between learning facilities and achievement motivation on digital simulation learning outcomes to student at Vocational High School 44 Jakarta. The lowest indicator of learning facilities is a means with sub indicator is learning media. Therefore, the school should add a collection of books in the library. While the lowest indicator of achievement motivation is responsible. Therefore, teachers and parents should be able to generate motivation achievement of their students so that they can be more diligent in doing tasks so don’t see task of his friends. Keywords: Learning Outcomes, Learning Facilities, Achievement Motivation

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