Hubungan Intensitas Belajar dan Disiplin Belajar terhadap Hasil Belajar Matematika Siswa di SDN 6 Menteng Palangka Raya
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Penelitian ini bertujuan menganalisis hubungan parsial dan simultan antara intensitas belajar dan disiplin belajar terhadap hasil belajar matematika siswa di SDN 6 Menteng Palangka Raya. Menggunakan pendekatan kuantitatif metode korelasional, penelitian ini melibatkan 55 siswa kelas V sebagai sampel yang dipilih melalui teknik purposive sampling dari total populasi 337 siswa. Data dikumpulkan melalui kuesioner dan dokumentasi, kemudian dianalisis menggunakan korelasi ganda dengan bantuan program SPSS. Hasil penelitian menunjukkan rata-rata intensitas belajar 54,80 dan disiplin belajar 41,96 (kategori sedang), serta hasil belajar matematika 68,18 (kategori baik). Hasil uji-t menunjukkan nilai hitung untuk intensitas belajar 2,674 dan disiplin belajar 2,709, yang keduanya melebihi nilai t tabel 2,006. Secara simultan, nilai F hitung 67,317 lebih besar dari F tabel 3,175. Koefisien determinasi menunjukkan nilai R Square 0,721 atau 72%. Dapat disimpulkan bahwa intensitas belajar dan disiplin belajar memiliki hubungan positif dan signifikan terhadap hasil belajar matematika. Temuan ini menegaskan pentingnya penerapan disiplin dan pengelolaan waktu belajar yang baik sebagai strategi utama dalam meningkatkan prestasi akademik siswa.
The Relationship Between Learning Intensity and Learning Discipline on Students' Mathematics Learning Outcomes at SDN 6 Menteng Palangka Raya
This study aims to analyze the partial and simultaneous relationships between learning intensity and learning discipline on students' mathematics learning outcomes at SDN 6 Menteng, Palangka Raya. Using a quantitative correlational approach, the study involved 55 fifth-grade students selected through purposive sampling from a total population of 337 students. Data were collected through questionnaires and documentation, then analyzed using multiple correlations using SPSS. The results showed an average learning intensity of 54.80, learning discipline of 41.96 (moderate category), and mathematics learning outcomes of 68.18 (good category). The t-test results showed a calculated value for learning intensity of 2.674 and learning discipline of 2.709, both of which exceeded the t-table value of 2.006. Simultaneously, the calculated F-value of 67.317 was greater than the F-table value of 3.175. The coefficient of determination showed an R-square of 0.721, or 72%. It can be concluded that learning intensity and learning discipline have a positive and significant relationship on mathematics learning outcomes. This finding emphasizes the importance of implementing discipline and good study time management as the main strategy in improving students' academic achievement
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