Hubungan antara Motivasi Belajar, Disiplin Belajar, dan Kemampuan Mengajar Guru dengan Prestasi Belajar IPA Siswa Kelas V SD Negeri di Kecamatan Slahung, Kabupaten Ponorogo.
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.
Kata kunci: motivasi belajar, disiplin belajar, kemampuan mengajar guru, prestasi belajar
IPA
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.
Keywords: learning motivation, learning discipline, teachers’ teaching capabilities, learning
achievements
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.
Kata kunci: motivasi belajar, disiplin belajar, kemampuan mengajar guru, prestasi belajar
IPA
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.
Keywords: learning motivation, learning discipline, teachers’ teaching capabilities, learning
achievements