38 3 Sociological Preferences: Elements that socially affect an
individual such as how heshe learns best: alone, in a pair, in a small group, or as part of a team. The element also speaks to
preference in learning with an authoritative or collegal adult. Also, the element distinguishes if individual learner prefers
variety over patterns routines in learning activity.
4 Physiological: Element include perceptual strengths, such as verbalkinesthetic, auditory, visual text or visual picture,
tactual and or kinesthetic. Also, intake, time – of – day energy
levels, and mobility requirements. 5 Psychological: Elements that demonstrate perference of
global versus analytic processing. These preferences are determined through correlations among sound, light, design,
presistence, sosiological preference, and intake. Psychological factors also consider teh elements of rightleft brain
hemisphericity and impluse versus reflective processing.
Based on the opinion above could be concluded that the learning style of student could be influenced by the learning environment,
emotion, social condition during the learning process, physically and psychologically condition of students.
Meanwhile, Sugihartono, et.al. 1007:54 mentioned that there are four approach of learning style, those were as followed:
1. Belajar sosial, yang meliputi belajar sendiri, dengan teman, dengan guru atau kombinasinya.
2. Lingkungan belajar, yang meliputi waktu, dekorasi ruangan, partisipasi pasif atau aktif, suara dan kedekatan dengan
orang lain. 3. Emosi belajar, yang meliputi motivasi, ketahanan, dan
tanggung jawab dalam belajar.
B. Relevant Research
1. The previous research was conducted by Khasanah 2016 entitled “Pengaruh Pola Asuh Orang Tua dan Kontiunitas Belajar Siswa Terhadap
Prestasi Belajar Akuntansi Kelas XI IPS SMA Negeri Jumapolo Tahun Ajaran 2015206
”, stated that there was positive and significant effect of
39 Parenting Style toward Learning Achievement Of Accounting in grade XI
student IPS SMA Negeri Jumapolo Academic Year 20152016. This was apparent with r
x1y
was 0,195 and r
2 x2y
was 0,038 assessment of t
count
t
table
was 2,101 1,984 with 114 students as the sample. The research equity was to study the effect of Parenting Style on the student learning
achievement of accounting. The difference was on the variable of Learning Continuity. Meanwhile, the variable used in this research was Emotional
Quotient, Learning Readiness and Learning Style. Besides, the research location was different. Research location in this study was SMK Negeri 1
Yogyakarta. 2. The previous research was conducted by Widyaningsih 2003 entitled
“Pengaruh Kecerdasan emosional, dan Minat Belajar Terhadap Prestasi Belajar Akuntansi Keuangan Siswa Kelas XI Program Keahlian Akuntansi
SMK Negeri 1 Godean Tahun Ajaran 20122013 ”, stated that there was
positive and significant effect of Emotional Quotient on the Learning Achievement of Financial Accounting in Grade XI Student at SMK Negeri
1 Godean Academic Year 20122013. This was apparent with r
x1y
was 0,598 and r
2 x2y
was 0,357 assessment of t
count
t
table
was 7,570 1,983 with population of 105 students. The research equity was to study the effect of
Emotional Quotient on the student learning achievement. The difference was on the variable of Learning Interest. Meanwhile, the variable used in
this study was Parenting Style, Learning Style and Learning Readiness.
40 Besides, the research location was different. Research location in this study
was SMK Negeri 1 Yogyakarta. 3. The previous research was conducted by Rahmattika 2011 entitled
“Pengaruh Kesiapan Dan Disiplin Belajar Terhadap Prestasi BelajarMata Pelajaran Ekonomi Akuntansi Siswa Kelas XI IS SMA Negeri 5 Tegal
Tahun Pelajaran 20092010 ”, stated that there was positive and significant
effect of Learning Readiness on the Learning Achievement of Econimics Accounting Subject in Grade XI Social Science Student at SMA Negeri 5
Tegal Academic Year 20092010. This was apparent with assessment of t
count
t
table
was 5,306 1,662 with population 135 and sample 100 of students. The research equity was to study the effect of learning readiness
on the student learning achievement. The difference was on the variable of Learning Discipline. Meanwhile, the variable used in this study was
Parenting Style, Learning Style and Learning Readiness. Besides, the research location was different. Research location in this study was SMK
Negeri 1 Yogyakarta. 4.
The previous research was conducted by Selpia 2015 entitled “Pengaruh Persepsi Siswa Tentang Akuntansi, Gaya Belajar, Dan Lingkungan Teman
Sebaya Terhadap Prestasi Belajar Pengantar Akuntansi Dan Keuangan Siswa Kelas X Akuntansi SMK Negeri 7 Yogyakarta Tahun Ajaran
20142015 ”, stated that there was positive and significant learning style on
the Learning Achievement of Introduction of Financial Accounting in Grade X Student at SMK Negeri 7 Yogyakarta Academic Year 20142015.
41 This was apparent with r
x2y
was 0,509 dan r
2 x2y
was 0,259 assessment of t
count
t
table
was 0,509 0,195 with population of 96 students. The research equity was to study the effect of Learning Style on the Student Learning
Achievement. The difference was on the variable of Student Perception on Accounting, Learning Style and Peer Environment. Meanwhile, the
variable used in this study was Parenting Style, Learning Style and Learning Readiness. Besides, the research location was different. Research
location in this study was SMK Negeri 1 Yogyakarta.
C. Conceptual Framework
