Pengaruh Motivasi Intrinsik, Modal Sosial, Harga Diri, Kedisiplinan Belajar, Kemampuan Guru, dan Lingkungan Belajar Terhadap Hasil Belajar Siswa di SMA Al Islam Krian
DOI:
https://doi.org/10.63822/zmkfya72Keywords:
Motivasi Intrinsik, Modal Sosial, Kedisiplinan Belajar, Kemampuan Guru, Lingkungan Belajar , Hasil BelajarAbstract
Penelitian ini untuk melihat pengaruh motivasi intrinsik, modal sosial, harga diri, kedisiplinan belajar, kemampuan guru, dan lingkungan belajar terhadap hasil belajar di SMA AL-Islam Krian. Populasi pada riset ini sebagai siswa di semua kelas di SMA AL-Islam Krian dari X.1 Sampai X.15 dan XI.1 sampai XI.15 dengan total jumlah 903 siswa. Peneliti memakai 200 responden dari siswa kelas XI di SMA AL-Islam Krian yang memenuhi kriteria yang ditetapkan penulis sebagai sampel. Model analisis data yang digunakan yaitu regresi linear berganda. Hasil penelitian didapatkan bahwa a. Motivasi intrinsik berpengaruh significant terhadap hasil belajar di SMA AL-Islam Krian. Kesimpulannya jika variabel motivasi intrinsik meningkat maka variabel hasil belajar juga meningkat; b. Modal sosial tidak berpengaruh significant terhadap hasil belajar di SMA AL-Islam Krian. Kesimpulannya variabel modal sosial tidak berpengaruh terhadap variabel hasil belajar; c. Harga diri berpengaruh significant terhadap hasil belajar di SMA AL-Islam Krian. Kesimpulannya jika variabel harga diri meningkat maka variabel hasil belajar menurun bisa pula jika variabel harga diri menurun maka variabel hasil belajar meningkat; d. Kedisiplinan belajar berpengaruh significant terhadap hasil belajar di SMA AL-Islam Krian. Kesimpulannya jika variabel kedisiplinan belajar meningkat maka variabel hasil belajar juga meningkat; e. Kemampuan guru berpengaruh significant terhadap hasil belajar di SMA AL-Islam Krian. Kesimpulannya jika variabel kemampuan guru meningkat maka variabel hasil belajar juga meningkat; f. Lingkungan belajar berpengaruh significant terhadap hasil belajar di SMA AL-Islam Krian. Kesimpulannya jika variabel lingkungan belajar meningkat maka variabel hasil belajar juga meningkat.
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