PENGARUH EFIKASI DIRI, MOTIVASI BELAJAR, DAN LINGKUNGAN SEKOLAH TERHADAP PRESTASI BELAJAR PADA MATA PELAJARAN SEJARAH KEBUDAYAAN ISLAM KELAS XI DI MAN 2 CILACAP

Atika Fitriyani Pramudita, NIM.: 18204010079 (2021) PENGARUH EFIKASI DIRI, MOTIVASI BELAJAR, DAN LINGKUNGAN SEKOLAH TERHADAP PRESTASI BELAJAR PADA MATA PELAJARAN SEJARAH KEBUDAYAAN ISLAM KELAS XI DI MAN 2 CILACAP. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This study aims to identify and analyze the factors that influence learning achievement including self-efficacy, learning motivation, and the school environment.. Learning outcomes or learning achievements are achievements obtained during the learning process. Student learning achievement can be seen from the daily test scores, midterm exams, and final semester exams obtained by students. Learning achievement achieved by students can be influenced by several factors, both from themselves (internal factors) and from outside the students (external factors). One of the internal factors that are thought to influence learning achievement is self-efficacy. Self-efficacy is a belief and expectation about an individual's ability to face his duties. Another internal factor that is thought to influence learning achievement is motivation. Motivation to learn is an internal process that activates, guides, and maintains behavior over time. One of the external factors that are thought to influence learning achievement is the school environment. A school environment is a place for teaching and learning. This study uses a quantitative approach to the ex post facto type. The research method used a questionnaire and documentation. Sampling using proportional stratified random sampling with a sample size of 200 students. The data analysis technique used regression analysis with SPSS 25 for windows. This research instrument uses a scale of self-efficacy, learning motivation, school environment, and even semester scores for the learning achievement scale. The results showed: 1) There is a positive influence between self-efficacy on learning achievement in SKI with a p-value (0,000) less than 0.05 and a tcount value of 4.575 greater than ttable 1.652, 2) There is a positive influence between learning motivation and learning achievement in SKI with p-value (0,000) and tcount 4,690 greater than ttable 1,652, 3) There is a positive influence between the school environment on the learning achievement of SKI with a p-value (0,000) and a tcount value of 6.000 is greater than ttable 1.652, 4) There is a positive influence between self-efficacy, learning motivation and the school environment on the learning achievement of SKI with a value of Fcount greater than Ftable (89.788> 2.73) and a significant value of 0.000 less than 0.05, 5) The effective contribution of self-efficacy variables is 15.5%, then the learning motivation variable was 16.5% and the school environment was 27.3%. the relative contribution of the self-efficacy variable has a relative contribution of 26.2%, the learning motivation variable is 27.7% and the largest relative contribution is in the school environment variable, namely 46.1%, so together the relative contribution of the three variables is 100%.

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