ABSTRAK
SITI FATIMAH: Hubungan antara Motivasi Belajar, Disiplin Belajar, dan Kemampuan Mengajar Guru dengan Prestasi Belajar IPA Siswa Kelas V SD Negeri di Kecamatan Slahung, Kabupaten Ponorogo. Tesis. Yogyakarta: Program Pasca Sarjana, Universitas Negeri Yogyakarta, 2015.
Penelitian ini bertujuan untuk mengetahui: hubungan antara motivasi belajar (X1), disiplin belajar (X2), dan kemampuan mengajar guru (X3), dengan prestasi belajar IPA siswa kelas V SD negeri di Kecamatan Slahung, Kabupaten Ponorogo secara sendiri-sendiri, secara parsial maupun secara bersama-sama.
Penelitian ini termasuk penelitian korelasional dengan populasi 617 siswa kelas V SD negeri di Kecamatan Slahung, Kabupaten Ponorogo. Sejumlah 225 siswa ditentukan dengan teknik stratified random sampling. Pengumpulan data mengunakan lembar angket dalam bentuk skala likert untuk menjaring data variabel motivasi belajar, disiplin belajar, dan kemampuan mengajar guru. Penelitian dilakukan sejak bulan Desember 2014 sampai dengan bulan Januari 2015. Analisis data menggunakan analisis deskriptif, analisis korelasi sederhana, analisis korelasi parsial dan analisis regresi linear ganda.
Hasil penelitian menunjukkan bahwa: (1) ada hubungan positif signifikan antara motivasi belajar dengan prestasi belajar IPA siswa dengan nilai koefisien korelasi 0,607 dan tingkat signifikansi 0.000 lebih kecil dari 0,05; (2) ada hubungan positif signifikan antara disiplin belajar dengan prestasi belajar IPA siswa dengan nilai koefisien korelasi 0,540 dan tingkat signifikansi 0,000 lebih kecil dari 0,05; (3) ada hubungan positif signifikan antara kemampuan mengajar guru dengan prestasi belajar IPA siswa dengan nilai koefisien korelasi 0,497 tingkat signifikansi sebesar 0,000 lebih kecil dari 0,05; (4) ada hubungan positif signifikan antara motivasi belajar dan disiplin belajar dengan prestasi belajar IPA yang dikontrol variabel kemampuan mengajar guru dengan nilai koefisien korelasi 0,436 dan 0,373; tingkat signifikansi 0,000 lebih kecil dari 0,05, 5) ada hubungan positif signifikan antara motivasi belajar dan kemampuan mengajar guru dengan prestasi belajar IPA yang dikontrol variabel disiplin belajar dengan nilai koefisien korelasi 0,371 dan 0,293; tingkat signifikansi 0,000 lebih kecil dari 0,05; (6) ada hubungan positif signifikan antara disiplin belajar dan kemampuan mengajar guru dengan prestasi belajar IPA yang dikontrol variabel motivasi belajar dengan nilai koefisien korelasi 0,181 dan 0,293; tingkat signifikansi 0,000 lebih kecil dari 0,05; dan (7) ada hubungan positif signifikan antara motivasi belajar, disiplin belajar, dan kemampuan mengajar guru secara bersama-sama dengan prestasi belajar IPA siswa sebesar 40,5 %, dengan (Fhitung = 50,236 lebih besar dari Ftabel = 2,65 dan tingkat signifikansi p = 0,000; p lebih kecil dari 0,05). Hasil tersebut menunjukkan bahwa variabel motivasi belajar, disiplin belajar, dan kemampuan mengajar guru memiliki hubungan dengan prestasi belajar IPA siswa kelas V SD negeri di Kecamatan Slahung, Kabupaten Ponorogo.
ABSTRACT
SlTl FATIMAH: The Relationships between Learning Motivation, Learning Discipline, and Teachers’ Teaching Capabilities and Science Learning Achievements of Grade V Students of Elementary Schools in Slahung District, Ponorogo Regency. Thesis. Yogyakarta: Graduate School, Yogyakarta State University, 2015.
This study aims to investigate the relationships between learning motivation (X1), learning discipline (X2), and teachers’ teaching capabilities (X3), and science learning achievements of grade V students of elementary schools in Slahung District, Ponorogo Regency, partially and simultaneously.
This was an correlation study involving a population comprising 617 grade V students of state elementary schools in Slahung District, Ponorogo Regency. The sample, consisting of 225 students, was selected by means of the stratified random sampling technique. The data were collected through a scale; the first part of the scale was to collect the data of the learning motivation variable, the second part to collect the learning discipline variable, and the third part to collect the variable of teachers’ teaching capabilities. The study was conducted from December 2014 to January 2015. The data analyses included the descriptive analysis, simple correlation analysis, partial correlation analysis, and multiple linear regression analysis.
The results of the study are as follows. (1) There is a significant positive relationship between student learning motivation and science learning achievements with a correlation coefficient of 0.607 and a significance level of 0.000, less than 0.05. (2) There is a significant positive relationship between their learning discipline and their science learning achievements, with a correlation coefficient of 0.540 and a significance level of 0.000, less than 0.05. (3) There is a significant positive relationship between their teachers’ teaching capabilities and their science learning achievements, with a correlation coefficient of 0.497 and a significance level of 0.000, less than 0.05. (4) There is a significant positive relationship between their learning motivation and learning discipline and their science
learning achievements with the variable of teachers’ teaching capabilities being controlled,
with correlation coefficients of 0.436 and 0.373 and a significance level of 0.000, less than 0.05. (5) There is a significant positive relationship between their learning motivation and
teachers’ teaching capabilities and their science learning achievements with the learning
discipline variable being controlled, with correlation coefficients of 0.371 and 0.293 and a significance level of 0.000, less than 0.05. (6) There is a significant positive relationship
between their learning discipline and teachers’ teaching capabilities and their science learning
achievements with the learning motivation variable being controlled, with correlation coefficients of 0.181 and 0.293 and a significance level of 0.000, less than 0.05. (7) There is a significant positive relationship between their learning motivation, learning discipline and
teachers’ teaching capabilities as an aggregate and their science learning achievements by
40.5% with Fobserved = 50.236 > Ftable = 12.65 and a significance level or p = 0.000, less than 0.05. The results show that the variables of learning motivation, learning discipline, and
teachers’ teaching capabilities has a relationship science learning achievements of grade V students of elementary schools in Slahung District, Ponorogo Regency.
