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
= The Influence of Accounting Classrooms Facilities on Students’
Learning Motivation in Accounting Learning = The Influence of Moving Class Implementation and Accounting
Classrooms Facilities on Students’ Learning Motivation in
Accounting Learning
D. Discussion of Research Result
1. The Influence of Moving Class Implementation on
Students’ Learning Motivation in Accounting Learning
These results indicate that there is a positive and significant influence of Moving Class Implementation on
Students’ Learning Motivation in Accounting Learning. From the analysis using simple regression one
predictor obtained a correlation coefficient r
x1y
at the amount of 0.325. To determine whether these influence are significant or not is by compare the
score of r
emp
with r
table
with a significance score of 0.05 5 for n = 68 at the amount of 0.239. After did the T-test, obtained the score of t
emp
at the amount of 2.787 and regression coefficient of 0.007. t
table
significant score is at the rate of 0,05 5 for n = 68. It is equal to 1.995 for sig t 0.05, t
emp
t
table
and regression coefficient has a positive score, then the first hypothesis which
states that There is an influence of Moving Class Implementation on Student
s’ Learning Motivation in Accounting Learning is accepted. This implies that the variables of Moving Class Implementation was influence the
Student s’ Learning Motivation on Grade XI Social Sciences Program SMA
Negeri 1 Cilacap Academic Year of 20132014.
The Moving Class Implementation is a condition in which the student has momentum in learning. Moving Class itself has a meaning of displacement
class, so every turn of the subjects the students move to the next room in accordance with the specified schedule, each subject has its own class, and
each class has a teacher in charge of the room that in the field of study that is appropriate to the class.
This research shows that there is an influence of Moving Class Implementation on
Students’ Learning Motivation in Accounting Learning in which individuals or students are directly involved in the process of Moving
Class Implementation on Accounting learning. This is consistent with research conducted by Vovy Septia Rukmala entitled Hubungan antara
Kinerja Guru dan Efektivitas Penerapan Moving Class dengan Motivasi Siswa dalam Mengikuti Pembelajaran Pendidikan Kewarganegaraan di SMA
Negeri 4 Baturaja Provinsi Sumatera Selatan. In the research known that the Influenceiveness of Moving Class has a positive influence and significant to
the Student s’ Learning Motivation t = 3.458, sig = 0.000.
The most dominant influence of the variable of Moving Class Implementation is the students’ movement because the core of the Moving
Class Implementation itself is a process of transfer of students when the change of subject hours. After
students’ movement, eventually the effectiveness and efficiency of the time is influential enough because when
