ABSTRAK
AAN WIDIYONO: Hubungan Minat Belajar, Disiplin Belajar, dan Lingkungan Belajar dengan Keterampilan Proses dan Sikap Ilmiah IPA Kelas V SD Negeri Se-Gugus 3 Depok. Tesis. Yogyakarta: Program Pascasarjana, Universitas Negeri Yogyakarta, 2015.
Penelitian ini bertujuan untuk mengetahui hubungan minat belajar, disiplin belajar, dan lingkungan belajar dengan keterampilan proses dan sikap ilmiah IPA.
Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian expost-facto dengan melibatkan tiga variabel bebas yang terdiri (minat belajar, disiplin belajar, dan lingkungan belajar) dan dua variabel terikat (keterampilan proses IPA dan sikap ilmiah IPA). Populasi penelitian
adalah seluruh kelas V SDN Se-Gugus 3 Depok-Sleman berjumlah 163 siswa dengan sampel 115 responden. Teknik pengambilan sampel menggunakan proportional random sampling. Instrumen yang digunakan berbentuk angket. Analisis data yang digunakan adalah statistik deskriptif, korelasi product moment, analisis regresi tunggal, analisis regresi ganda, dan analisis korelasi kanonik. Pengujian dilakukan dengan bantuan program SPSS versi 19.
Hasil analisis dekriptif menunjukkan bahwa minat belajar, lingkungan belajar, dan sikap ilmiah dalam kategori baik, sedangkan disiplin belajar dan keterampilan proses IPA dalam kategori cukup baik. Hasil regresi menunjukkan terdapat hubungan positif dan signifikan antara: 1) minat belajar dengan keterampilan proses IPA (nilai r 0,668); 2) disiplin belajar dengan keterampilan proses IPA (nilai r 0,750); 3) lingkungan belajar dengan keterampilan proses IPA (nilai r 0,688); 4) minat belajar dengan sikap ilmiah IPA (nilai r 0,745); 5) disiplin belajar dengan sikap ilmiah IPA (nilai r 0,848); 6)
lingkungan belajar dengan sikap ilmiah IPA (nilai r 0,774). Hasil regresi ganda menunjukkan terdapat hubungan positif dan signifikan antara: 1) minat belajar, disiplin belajar, dan lingkungan belajar dengan keterampilan proses IPA (nilai r 0,772); 2) minat belajar, disiplin belajar, dan lingkungan belajar dengan sikap ilmiah IPA (nilai r 0,870). Hasil korelasi kanonik menunjukkan bahwa minat belajar, disiplin belajar, dan lingkungan belajar mempunyai hubungan positif dan signifikan dengan keterampilan proses dan sikap ilmiah IPA (nilai kanonik loading > 0,5 dengan X1=0,857, X2=0,974,
X3=0,889, Y1=0,882, Y2=0,995).
ABSTRACT
AAN WIDIYONO: The Relationship between Learning Interest, Learning Discipline, and Learning Environment and Science Process Skills and Scientific Attitudes Grade V Students of Elementary Schools Cluster 3 Depok. Thesis. Yogyakarta: Graduate School, Yogyakarta State University, 2015.
This study aims to determine the relationship between learning interest, learning discipline, and learning environment and science process skills and scientific attitudes.
This study used a quantitative approach with ex post-facto research involving three independent variables (learning interest, learning discipline, and learning environment) and two
dependent variables (science process skills and scientific attitude). The population of this research was all Grade V students of Elementary Schools Cluster 3 Depok-Sleman amounting to 163 students. The samples were 115 respondents, taken using proportional random sampling technique. The instrument used was questionnaire. The data were analyzed using descriptive statistics, product moment correlation, single regression, multiple regression, and canonical correlation. They were
performed using SPSS version 19.
The result of descriptive analysis shows that learning interest, learning environment, and scientific attitude are in good categories and learning discipline, science process skills in category fairly good. Regression results indicate there is a positive and significant correlation between: 1) learning interest and science process skills (r value 0.668); 2) learning discipline and science process skills (r value 0.750); 3) learning environment and science process skills (r value 0.688); 4) learning interest and scientific attitude (r value 0.745); 5) learning discipline and scientific attitude (r value
0.848); 6) learning environment and scientific attitude (r value 0.774). Multiple regression results show positive and significant relationship between: 1) learning interest, learning discipline, learning environment and science process skills (r value 0.772); 2) learning interest, learning discipline, learning environment and scientific attitude (r value 0.870). The results of canonical correlation show that learning interest, learning discipline, and learning environment have a positive and significant correlation with science process skills and scientific attitudes (loading canonical value >
0.5 with X1 = 0.857, X2 = 0.974, X3 = 0.889, Y1 = 0.882, Y2 = 0.995).
