Second Hypothesis Hypothesis Testing

Learning Motivation in Accounting Learning. Furthermore, to determine the significance of the influence, it was done the F-test. After did the F test, obtained the score of F emp at the amount of 5.718 it was greater than the score of F table 2:65 that has the amount of 3.138. The significance level of 5 at 0.05; because the F emp F table with sig F 0.05. It shows that there is a significant influence of Moving Class Implementation and Accounting Classrooms Facilities on Student s’ Learning Motivation in Accounting Learning. The results of R y1,2 correlation coefficient is 0.387 which is greater than R table at the amount of 0.239. It can be said that the third hypothesis is accepted. So the result of this study is Moving Class Implementation and Accounting Classrooms Facilities, have a positive Influence on S tudents’ Learning Motivation in Accounting Learning of Grade XI Social Sciences SMA Negeri 1 Cilacap Academic Year of 20132014. The coefficient of determination R 2 amounted to 0.150; means that the Moving Class Implementation and Accounting Classrooms Facilities of is able to influence 15 change in Students’ Learning Motivation in Accounting Learning. It shows that there is still 85 factor or other variable that influence Student s’ Learning Motivation beside the Moving Class Implementation and Accounting Classrooms Facilities. Regression model obtained by using SPSS Statistics 17.0 For Windows that is formed from the influence of Moving Class Implementation and Accounting Classrooms Facilities to the St udents’ Learning Motivation in Accounting Learning is Y = 0.334 X 1 + 0.238 X 2 + 43.879 The meaning of these equation is: 1 The score of the coefficient X 1 is 0.334. It means that if the Moving Class Implementation X 1 increased by 1 point, the score of Accounting Classrooms Facilities X 2 is stay at the same point, the Students’ Learning Motivation in Accounting Learning Y will be increased by 0.334 points, 2 The score of the coefficient X 2 is 0.238. It means that if the Accounting Classrooms Facilities X 2 increased by 1 point, the score of Moving Class Implementation X 1 is stay at the same point, the Students’ Learning Motivation in Accounting Learning Y will be increased by 0.238 points.

4. Relative Contribution and Effective Contribution

Based on the results of multiple regression analysis can be known the amount of Relative Contribution and Effective Contribution of each independent variable on the dependent variable. The amount of the relative contribution and Effective contribution can be seen in the following table: Table 22: Relative Contribution and Effective Contribution No. Name of Variable Contribution Relative Effective 1. Moving Class Implementation X 1 43.49 6.52 2. Accounting Classrooms Facilities X 2 56.51 8.48 Total 100 15 Source : Primary Data Processed Based on the results of the analysis listed in the table, it is known that the variables of Accounting Classrooms Facilities and Moving Class Implementation, together, give the Effective Contribution at the amount of 15 to the Students’ Learning Motivation in Accounting Learning, and 85 is given by the other variables that are not discussed in this study. The research results about the influence of Moving Class Implementation and Accounting Classrooms Facilities on Students’ Learning Motivation in Accounting Learning of Grade XI Social Sciences Program SMA Negeri 1 Cilacap Academic Year of 20132014 can be seen in the following figure: r 2 x1y = 0.325 R 2 y1,2 = 0.150 r 2 x2y = 0.319 Figure 8. Research Paradigm by the Score Determination Notes: X 1 = Variable of Moving Class Implementation X 2 = Variable of Accounting Classrooms Facilities Y = Variable of Students’ Learning Motivation in Accounting Learning = The Influence of Moving Class Implementation on Students’ Learning Motivation in Accounting Learning X 1 X 2 Y