Pengaruh Self-Regulated Learning, Keterampilan Mengajar Guru, Fasilitas Belajar, Teman Sebaya, dan Dukungan Orang Tua terhadap Motivasi Belajar Siswa Kelas XI pada Mata Pelajaran Ekonomi di SMAN 2 Painan
DOI:
https://doi.org/10.58230/zhmcrw24Keywords:
Learning Motivation; Self-Regulated Learning; Teaching Skills; Peer Influence; Parental Support.Abstract
This study aims to analyze the effects of self-regulated learning, teachers' teaching skills, learning facilities, peer influence, and parental support on eleventh-grade students' learning motivation in Economics at SMAN 2 Painan. The study focuses on identifying the individual and collective contributions of these factors to students' learning motivation.
This study employed a quantitative approach using a survey method. The sample consisted of 69 eleventh-grade students from classes XI F8 and XI F9, selected through total sampling. Data were collected through observation and questionnaires using a five-point Likert scale. Data were analyzed using descriptive statistics and multiple linear regression, including t-tests, an F-test, and the coefficient of determination, supported by SPSS 22 and EViews 9.
The findings revealed that self-regulated learning, teachers' teaching skills, learning facilities, and peer influence had no statistically significant individual effects on students' learning motivation. In contrast, parental support showed a statistically significant positive effect (t = 2.033; p = 0.046). Simultaneously, the five independent variables did not significantly predict learning motivation (F = 1.462; p = 0.215). The coefficient of determination (R² = 0.104) indicated that the model explained 10.4% of the variance in students' learning motivation, while the remaining 89.6% was not explained by the model.
Parental support was the only variable demonstrating a statistically significant individual relationship with students' learning motivation. These findings highlight the relevance of parental involvement in supporting students' learning while suggesting that other factors beyond the proposed model may contribute to learning motivation in Economics education.
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