SKRIPSI Jurusan Ekonomi Pembangunan - Fakultas Ekonomi UM, 2011

Ukuran Huruf:  Kecil  Sedang  Besar

Pengaruh Fasilitas Sekolah, Proses Belajar Mengajar, Minat, dan Motivasi Belajar Siswa terhadap Prestasi Belajar Siswa Pada Mata Pelajaran Ekonomi di SMA Negeri 2 Lumajang

REVIANI ERFIKA SETYORINI

Abstrak


ABSTRAK

 

Setyorini, Reviani Erfika. 2011. Pengaruh Fasilitas Sekolah, Proses Belajar Mengajar, Minat, dan Motivasi Belajar Siswa terhadap Prestasi Belajar Siswa Pada Mata Pelajaran Ekonomi di SMA Negeri 2 Lumajang. Skripsi, Jurusan Ekonomi Pembangunan, Fakultas Ekonomi, Universitas Negeri Malang. Pembimbing: (I) Prof. Dr. Wahjoedi, M.E., (II) Agus Sumanto, S.E., M.SA.

 

Kata Kunci: fasilitas sekolah, proses belajar mengajar, minat, motivasi, prestasi

 

Kesejahteraan bangsa tidak lagi didasarkan pada Sumber Daya Alam (SDA) dan modal yang bersifat fisik, tetapi bersumber pada modal intelektual, sosial, budaya, dan kredibilitas, sehingga tuntutan pengetahuan yang terus-menerus menjadi suatu keharusan. Mutu lulusan tidak cukup diukur dengan standar lokal karena perubahan global telah berpengaruh sangat besar terhadap ekonomi suatu bangsa, hingga terdapat istilah bangsa yang besar adalah bangsa yang berpendidikan dengan standar mutu yang tinggi.

Sekolah menjadi bagian penting yang tidak dapat dipisahkan sebagai salah satu lingkungan dimana seseorang menempuh proses pendidikan. Sekolah yang menyediakan fasilitas yang memadai bagi siswa dapat mempermudah pengelolaan belajar bagi siswa. Hal ini akan ikut meningkatkan motivasi dan minat siswa untuk belajar. Akan tetapi, hal lain yang tidak kalah penting adalah proses belajar mengajar yang merupakan suatu proses yang mengandung serangkaian hubungan timbal balik yang berlangsung dalam situasi edukatif.

Penelitan ini dilaksanakan dengan tujuan untuk mengetahui kondisi fasilitas sekolah, proses belajar mengajar, minat dan motivasi belajar siswa serta pengaruhnya terhadap prestasi belajar siswa di SMA Negeri 2 Lumajang.

Penelitian ini menggunakan rancangan penelitan deskriptif korelasional. Data penelitian  yang dikumpulkan berupa paparan data tentang fasilitas sekolah, proses belajar mengajar, minat, motivasi dan prestasi belajar siswa. Instrumen yang digunakan untuk mengumpulkan data adalah angket dan dokumentasi. Angket berasal dari fasilitas sekolah, proses belajar mengajar, minat dan  motivasi belajar siswa. Sedangkan prestasi berasal dari dokumentasi nilai rapor siswa.

Berdasarkan hasil penelitian, diperoleh beberapa hasil kesimpulan hasil penelitian sebagai berikut. Pertama, kondisi fasilitas sekolah dan pengaruhnya terhadap prestasi belajar siswa. Menurut persepsi siswa, kondisi fasilitas sekolah rata-rata diatas cukup bagus. 39.73% siswa menilai fasilitas sekolah bagus, dan 47.94% siswa menilai fasilitas sekolah cukup bagus. Hal ini tentu berpengaruh terhadap prestasi belajar siswa. Secara parsial, diperoleh nilai r hitung fasilitas sekolah sebesar 0.635. Artinya, fasilitas sekolah mempengaruhi prestasi belajar siswa sebesar 63.5%.

Kedua, tentang kondisi proses belajar mengajar dan pengaruhnya terhadap prestasi belajar siswa. Dari hasil analisis deskriptif ditemukan bahwa persepsi siswa terhadap proses belajar mengajar terbilang bagus yaitu sebesar 61.64% sedangkan prestasi tergolong baik yaitu sebesar 50.68%. Dalam hipotesis secara parsial diperoleh r hitung proses belajar mengajar sebesar 0.724. Artinya, prestasi belajar dipengaruhi oleh proses belajar mengajar sebesar 72.4% atau fasilitas sekolah mempengaruhi prestasi belajar sebesar 72.4%.

Ketiga, tentang kondisi minat belajar siswa dan pengaruhnya terhadap prestasi belajar siswa. Dari hasil analisis deskriptif  ditemukan bahwa minat belajar siswa SMA Negeri 2 Lumajang yaitu pada kelas X termasuk dalam kategori tinggi yaitu rata-rata sebesar 41,09%, sedangkan prestasi tergolong baik yaitu rata-rata sebesar 50,68%. Dalam hipotesis secara parsial diperoleh r hitung minat belajar sebesar 0,749 atau 74.9%. Artinya prestasi belajar dipengaruhi minat belajar sebesar 74.9% atau dengan kata lain minat belajar mempengaruhi prestasi belajar sebesar 74.9%.

Keempat, tentang kondisi motivasi belajar siswa dan pengaruhnya terhadap prestasi belajar siswa. Dari hasil analisis deskriptif  ditemukan bahwa motivasi belajar siswa SMA Negeri 2 Lumajang yaitu pada kelas X termasuk dalam kategori tinggi yaitu rata-rata sebesar 53,42%, sedangkan prestasi tergolong baik yaitu rata-rata sebesar 50,68%. Dalam hipotesis secara parsial diperoleh r hitung motivasi belajar sebesar 0,692 atau 69.2%. Artinya prestasi belajar dipengaruhi motivasi belajar sebesar 69.2% atau dengan kata lain motivasi belajar mempengaruhi prestasi belajar sebesar 69.2%.

Kelima, tentang pengaruh secara simultan antara fasilitas sekolah, proses belajar mengajar, minat dan motivasi belajar siswa terhadap prestasi belajar siswa. Berdasarkan hasil deskriptif diperoleh bahwa fasilitas sekolah termasuk dalam kategori cukup bagus yaitu rata-rata 47.94%, proses belajar mengajar termasuk dalam kategori bagus yaitu rata-rata 46.57%, minat belajar termasuk dalam kategori tinggi yaitu rata-rata 41,09% dan motivasi belajar termasuk dalam kategori 53,42%, sedangkan prestasi belajar siswa tergolong baik yaitu rata-rata 50,68%. Dalam uji hipotesis secara simultan diperoleh nilai R square sebesar 0,654 atau 65.4%. Artinya fasilitas sekolah, proses belajar mengajar, minat belajar dan motivasi belajar mempengaruhi prestasi belajar sebesar 65.4% dan sisanya 34.6% dipengaruhi oleh faktor yang lain. Antara fasilitas sekolah, proses belajar mengajar, minat belajar dan motivasi belajar tidak dapat bekerja sendiri-sendiri karena bisa dipastikan berjalan kurang efektif. Jika fasilitas sekolah memadai maka harus didukung dengan proses belajar mengajar, minat belajar, dan motivasi belajar yang tinggi sehingga prestasi belajar siswa tinggi. Begitu sebaliknya, jika fasilitas sekolah tidak memadai tetapi proses belajar mengajar, minat belajar, dan motivasi belajar tinggi maka prestasi belajar siswa belum tentu rendah.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ABSTRACT

 

Setyorini, Reviani Erfika. 2011. The Effects of School Facilities, Teaching and Learning Process, Interest, and Motivation of the Students on the Learning Achievements in the Subject of Economics at SMA Negeri 2 Lumajang.  Sarjana’s Thesis. Department of Development Economics, Faculty of Economics, State University of Malang. Advisors: (1) Prof. Dr. Wahjoedi, M.E., (2) Agus Sumanto, S.E., M.SA.

 

Keywords: school facilities, teaching and learning process, interest, motivation, learning achievement

 

Wealth of a nation is no longer based on its natural resources and physical capitals, instead it is now based more on its intellectual, social, culture, and credibility, thus, perpetual teachings of knowledge becomes a must. The quality of graduates should not be measured merely by the local standards, since global changes have affected so much on the economy of a nation that people may say a big nation made by a good education.

Schools have become an integral part in which people do teaching and learning process. Schools which provide adequate facilities for their students ease the student learning. This in turn will increase the motivation and interest of the students in learning. However, teaching and learning process is a mutual activity in which teachers and students are involved in an educative situation.

This study was conducted to find out the condition and effects of facilities, teaching and learning process, interest, and motivation on the learning achievement at SMA Negeri 2 Lumajang.

The design of the study was descriptive correlational. The data collected contained were in the forms of information about the school facilities, teaching and learning process, interest, motivation, and student learning achievements. The instruments of data collection were questionnaires and documentations, in which the questionnaire containing information about the facilities, teaching and learning process, interest, motivation; whereas the information about the student learning achievements was obtained from the student report cards.

Based on the findings, the conclusion could be drawn as follows. Firstly, based on the student perception, the condition of the school facilities on average was good. 39.73% of the students rated the school facilities were good, and the 47.94% of them rated them fair. This had affected the learning achievements. Partially, the r-score of school facilities was 0.635 which meant that schools facilities affected the student learning achievement as much as 63.5%.

Secondly, based on the descriptive analysis, it turned out that the student perception of teaching and learning process was good, which was 61.64%, whereas the learning achievement was also good, which was 50.68%. Hypothetically, partially the r-score of teaching and learning process was 0.724, which meant that teaching and learning process affected the student learning achievement as much as 72.4%.

Thirdly, based on the descriptive analysis, it turned out that the learning interest of the tenth grader of SMA Negeri 2 Lumajang was high, which on average was 41.09%, and the learning achievement was also high, which was 50.68%. Hypothetically, partially the r-score of the learning interest was 0.749 or 74.9%, which meant that the learning interest affected the learning achievement as much as 74.9%.

Fourthly, based on the descriptive analysis, it turned out that the learning motivation of the tenth grader of SMA Negeri 2 Lumajang was high, which on average was 53.42%, and the learning achievement was also good, which on average was 50.68%. Hypothetically, partially the r-score of the learning motivation was 0.692 or 69.2%, which meant that the learning motivation affected the learning achievement as much as 69.2%.

Lastly, based on the analysis descriptive, the school facilities was fairly good and was on average 47.94%, the teaching and learning process was good and was on average 46.57%, the learning interest was high and was on average 41.09%, the learning motivation was high and was on average 53.42%, and the learning achievement was good and was on average 50.68%. Hypothetically, simultaneously the R-square score was 0.651 or 65.1% which meant that school facilities, teaching and learning process, interest, and motivation altogether affected the learning achievement as much as 65.1% and the other 34.9% was affected by other variables beyond this study. The variables in this research will not work well partially as they will not be effective. Adequate school facilities should also be supported by good teaching and learning process, learning interest, and motivation, so that they result in high learning achievement. In contrary, inadequate school facilities does not always result in low learning achievement when supported by good teaching and learning process, learning interest, and motivation.