Pengaruh Kinerja Kepala Sekolah, Lingkungan Sekolah, dan Motivasi Berprestasi Guru terhadap Prestasi Belajar Siswa SMP di Kabupaten Kebumen.
ABSTRAK
PRIMA SADEWA : Pengaruh Kinerja Kepala Sekolah, Lingkungan Sekolah,
dan Motivasi Berprestasi Guru terhadap Prestasi Belajar Siswa SMP di Kabupaten
Kebumen. Tesis. Yogyakarta: Program Pascasarjana, Universitas Negeri
Yogyakarta, 2015.
Penelitian ini bertujuan untuk mengungkapkan: (1) pengaruh langsung
kinerja kepala sekolah terhadap prestasi belajar siswa; (2) pengaruh tidak
langsung kinerja kepala sekolah terhadap prestasi belajar melalui motivasi
berprestasi guru; (3) pengaruh langsung lingkungan sekolah terhadap prestasi
belajar siswa; (4) pengaruh tidak langsung lingkungan sekolah terhadap prestasi
belajar siswa melalui motivasi berprestasi guru; (5) pengaruh langsung motivasi
berprestasi guru terhadap prestasi belajar siswa; (6) pengaruh secara keseluruhan
kinerja kepala sekolah, lingkungan sekolah, dan motivasi berprestasi guru secara
langsung maupun tidak langsung terhadap prestasi belajar siswa.
Penelitian ini menggunakan pendekatan kuantitatif jenis korelasional.
Populasi penelitian terdiri dari 110 SMP dan sampel sebanyak 84 ditentukan
dengan teknik simple random sampling sesuai tabel Krejcie dan Morgan dengan
taraf kesalahan 5%. Instrumen yang digunakan adalah angket (rating scale)
dengan interval dari 1 sampai 4. Validitas instrumen meliputi validitas logis
(expert judgment) dan validitas empiris yang dihitung dengan Pearson product
moment correlation. Reliabilitas dihitung dengan teknik Alpha Cronbach.
Analisis data menggunakan teknik analisis jalur untuk menguji hipotesis
penelitian.
Hasil penelitian menunjukkan bahwa: (1) terdapat pengaruh langsung
kinerja kepala sekolah terhadap prestasi belajar siswa sebesar 13,7%; (2) terdapat
pengaruh tidak langsung kinerja kepala sekolah terhadap prestasi belajar siswa
melalui motivasi berprestasi guru sebesar 1,54%; (3) terdapat pengaruh langsung
lingkungan sekolah terhadap prestasi belajar siswa sebesar 16,5%; (4) terdapat
pengaruh tidak langsung lingkungan sekolah terhadap prestasi belajar siswa
melalui motivasi berprestasi guru sebesar 12,17%; (5) terdapat pengaruh langsung
motivasi berprestasi guru terhadap prestasi belajar siswa sebesar 24,1%; (6)
sumbangan secara keseluruhan variabel kinerja kepala sekolah, lingkungan
sekolah, dan motivasi berprestasi guru baik secara langsung maupun tidak
langsung terhadap variabel prestasi belajar siswa sebesar 68,01%. Hasil ini
menunjukkan bahwa kinerja kepala sekolah, lingkungan sekolah, dan motivasi
berprestasi guru perlu ditingkatkan supaya prestasi belajar siswa juga ikut
meningkat dan mutu SMP di Kabupaten Kebumen meningkat.
Kata Kunci: kinerja kepala sekolah, lingkungan sekolah, motivasi berprestasi
guru, prestasi belajar siswa.
ABSTRACT
PRIMA SADEWA : The Effect of Principal’s Performance, School
Environment, and Teachers’ Achievement Motivation on the Achievement of
Students of Junior High School (SMP) in Kebumen. Thesis. Yogyakarta:
Graduate School, Yogyakarta State University, 2015.
This study aims to reveal: (1) the direct effect of principal’s performance on
students’ achievement; (2) the indirect effect of principal’s performance on
students’ achievement through teachers’ achievement motivation; (3) the direct
effect school environment on students’ achievement; (4) the indirect effect of
school environment on students’ achievement through teachers’ achievement
motivation; (5) the direct effect of teachers’ achievement motivation on students’
achievement; (6) the effect of principal’s performance, school environment, and
teachers’ achievement motivation directly or indirectly on students’ achievement.
This study used the quantitative approach correlation type. The study
population consisted of 110 junior high school and a sample of 84 was established
using the simple random sampling technique according to the table Krejcie and
Morgan with a 5% error level. The instrument uses a questionnaire (rating scale)
at the interval of 1 to 4. The validity of the instrument included logical validity
(expert judgment) and empirical validity calculated with Pearson product moment
correlation. The reliability was calculated using Cronbach Alpha. The data
analysis using path analysis techniques to test the research hypothesis.
The findings of the research showed that: (1) there is a direct effect of the
principal’s performance on students’ achievement, as shown by 13.7% of
effective contribution; (2) there is an indirect effect of the principal’s performance
on students’ achievement through teachers’ achievement motivation, as shown by
effective contribution of 1.54%; (3) there is a direct effect of the school
environment on students’ achievement, showed by 16.5% of effective
contribution; (4) there is an indirect effect of school environment on students’
achievement through teachers’ achievement motivation, as shown by effective
contribution of 12.17%; (5) there is a direct influence of teachers’ achievement
motivation on students’ achievement, shown by the effect contribution of 24.1%;
(6) the overall contribution of principal’s performance, school environment, and
teachers’ achievement motivation directly or indirectly to students’ achievement is
68.01%. This shows that the principal’s performance, school environment, and
teachers’ achievement motivation needs to be improved so that students’
achievement also will increase and quality of SMP in Kebumen will improve.
Keywords: principal’s performance, school environment, teachers’ achievement
motivation, students’ achievement
PRIMA SADEWA : Pengaruh Kinerja Kepala Sekolah, Lingkungan Sekolah,
dan Motivasi Berprestasi Guru terhadap Prestasi Belajar Siswa SMP di Kabupaten
Kebumen. Tesis. Yogyakarta: Program Pascasarjana, Universitas Negeri
Yogyakarta, 2015.
Penelitian ini bertujuan untuk mengungkapkan: (1) pengaruh langsung
kinerja kepala sekolah terhadap prestasi belajar siswa; (2) pengaruh tidak
langsung kinerja kepala sekolah terhadap prestasi belajar melalui motivasi
berprestasi guru; (3) pengaruh langsung lingkungan sekolah terhadap prestasi
belajar siswa; (4) pengaruh tidak langsung lingkungan sekolah terhadap prestasi
belajar siswa melalui motivasi berprestasi guru; (5) pengaruh langsung motivasi
berprestasi guru terhadap prestasi belajar siswa; (6) pengaruh secara keseluruhan
kinerja kepala sekolah, lingkungan sekolah, dan motivasi berprestasi guru secara
langsung maupun tidak langsung terhadap prestasi belajar siswa.
Penelitian ini menggunakan pendekatan kuantitatif jenis korelasional.
Populasi penelitian terdiri dari 110 SMP dan sampel sebanyak 84 ditentukan
dengan teknik simple random sampling sesuai tabel Krejcie dan Morgan dengan
taraf kesalahan 5%. Instrumen yang digunakan adalah angket (rating scale)
dengan interval dari 1 sampai 4. Validitas instrumen meliputi validitas logis
(expert judgment) dan validitas empiris yang dihitung dengan Pearson product
moment correlation. Reliabilitas dihitung dengan teknik Alpha Cronbach.
Analisis data menggunakan teknik analisis jalur untuk menguji hipotesis
penelitian.
Hasil penelitian menunjukkan bahwa: (1) terdapat pengaruh langsung
kinerja kepala sekolah terhadap prestasi belajar siswa sebesar 13,7%; (2) terdapat
pengaruh tidak langsung kinerja kepala sekolah terhadap prestasi belajar siswa
melalui motivasi berprestasi guru sebesar 1,54%; (3) terdapat pengaruh langsung
lingkungan sekolah terhadap prestasi belajar siswa sebesar 16,5%; (4) terdapat
pengaruh tidak langsung lingkungan sekolah terhadap prestasi belajar siswa
melalui motivasi berprestasi guru sebesar 12,17%; (5) terdapat pengaruh langsung
motivasi berprestasi guru terhadap prestasi belajar siswa sebesar 24,1%; (6)
sumbangan secara keseluruhan variabel kinerja kepala sekolah, lingkungan
sekolah, dan motivasi berprestasi guru baik secara langsung maupun tidak
langsung terhadap variabel prestasi belajar siswa sebesar 68,01%. Hasil ini
menunjukkan bahwa kinerja kepala sekolah, lingkungan sekolah, dan motivasi
berprestasi guru perlu ditingkatkan supaya prestasi belajar siswa juga ikut
meningkat dan mutu SMP di Kabupaten Kebumen meningkat.
Kata Kunci: kinerja kepala sekolah, lingkungan sekolah, motivasi berprestasi
guru, prestasi belajar siswa.
ABSTRACT
PRIMA SADEWA : The Effect of Principal’s Performance, School
Environment, and Teachers’ Achievement Motivation on the Achievement of
Students of Junior High School (SMP) in Kebumen. Thesis. Yogyakarta:
Graduate School, Yogyakarta State University, 2015.
This study aims to reveal: (1) the direct effect of principal’s performance on
students’ achievement; (2) the indirect effect of principal’s performance on
students’ achievement through teachers’ achievement motivation; (3) the direct
effect school environment on students’ achievement; (4) the indirect effect of
school environment on students’ achievement through teachers’ achievement
motivation; (5) the direct effect of teachers’ achievement motivation on students’
achievement; (6) the effect of principal’s performance, school environment, and
teachers’ achievement motivation directly or indirectly on students’ achievement.
This study used the quantitative approach correlation type. The study
population consisted of 110 junior high school and a sample of 84 was established
using the simple random sampling technique according to the table Krejcie and
Morgan with a 5% error level. The instrument uses a questionnaire (rating scale)
at the interval of 1 to 4. The validity of the instrument included logical validity
(expert judgment) and empirical validity calculated with Pearson product moment
correlation. The reliability was calculated using Cronbach Alpha. The data
analysis using path analysis techniques to test the research hypothesis.
The findings of the research showed that: (1) there is a direct effect of the
principal’s performance on students’ achievement, as shown by 13.7% of
effective contribution; (2) there is an indirect effect of the principal’s performance
on students’ achievement through teachers’ achievement motivation, as shown by
effective contribution of 1.54%; (3) there is a direct effect of the school
environment on students’ achievement, showed by 16.5% of effective
contribution; (4) there is an indirect effect of school environment on students’
achievement through teachers’ achievement motivation, as shown by effective
contribution of 12.17%; (5) there is a direct influence of teachers’ achievement
motivation on students’ achievement, shown by the effect contribution of 24.1%;
(6) the overall contribution of principal’s performance, school environment, and
teachers’ achievement motivation directly or indirectly to students’ achievement is
68.01%. This shows that the principal’s performance, school environment, and
teachers’ achievement motivation needs to be improved so that students’
achievement also will increase and quality of SMP in Kebumen will improve.
Keywords: principal’s performance, school environment, teachers’ achievement
motivation, students’ achievement