Kontribusi Kepribadian Siswa, Fasilitas Belajar, dan Monitoring Orang Tua terhadap Kedisiplinan dan Dampaknya pada Hasil Belajar Matematika Siswa Kelas XI SMK Muhammadiyah 1 Surakarta Tahun Ajaran 2017/2018

Kusnul, Itasari and , Dr. Sumardi, M.Si (2018) Kontribusi Kepribadian Siswa, Fasilitas Belajar, dan Monitoring Orang Tua terhadap Kedisiplinan dan Dampaknya pada Hasil Belajar Matematika Siswa Kelas XI SMK Muhammadiyah 1 Surakarta Tahun Ajaran 2017/2018. Skripsi thesis, Universitas Muhammadiyah Surakarta.

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Abstract

The purpose of research, (1) examine the contribution of the personality, learning facilities, and monitoring parents on learning outcomes mathematics indirectly through student discipline, (2) examine the contribution of the personality, learning facilities, and monitoring parents of student discipline, and (3) examine the contribution of student discipline on learning outcomes in mathematics. This type of research is based on a quantitative approach. The study population 181 eighth grade students of SMK Muhammadiyah Surakarta 1. The research sample 125 students is detemined by the formula slovin. The sampling technique using proporsional random sampling. The data collection technique with questionnaires and documentation. Data were analyzed using path analysis. The results of the study, (1) personality, learning facilities, and monitoring parents contribute simultaneously to the results of learning mathematics through discipline with (α = 0,05). Partially, personality does not contribute derectly to the learning outcomes of mathematics and indirectly contribute positively through discipline. The learning facilities do not contribute either directly or indirectly through the discipline of the learning outcomes in mathematics. Monitoring parents do not contribute either directly or indirectly through the discipline of the learning outcomes in mathematics, and (2) personality, learning facilities, and monitoring parents contributing simultaneously to discipline with (α = 0,05). Partially, the personality that directly affect the discipline of 35,1%. The learning facilities that directly affect the discipline of 1,15%. Monitoring parents that directly affect the discipline of 0,68%. (3) discipline contributes to the learning outcomes of mathematics at (α = 0,05).

Item Type:	Karya ilmiah (Skripsi)
Subjects:	L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions:	Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Matematika
Depositing User:	KUSNUL ITASARI
Date Deposited:	10 Apr 2018 10:28
Last Modified:	10 Apr 2018 10:28
URI:	http://eprints.ums.ac.id/id/eprint/61810

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