Pengaruh Media Pembelajaran, Keaktifan, Disiplin, Minat Belajar, dan Dukungan Orang Tua terhadap Prestasi Belajar Akuntansi Dasar Siswa Kelas X Akuntansi SMK Negeri 3 Padang

Abstract

Penelitian ini bertujuan menganalisis hubungan media pembelajaran, keaktifan belajar, disiplin belajar, dan dukungan orang tua dengan minat belajar serta prestasi belajar siswa kelas X Akuntansi dan Keuangan Lembaga pada mata pelajaran Akuntansi Dasar di SMK Negeri 3 Padang. Penelitian menggunakan pendekatan kuantitatif dengan survei deskriptif-asosiatif. Populasi berjumlah 174 siswa dan sampel 121 siswa dipilih melalui proportional random sampling. Data konstruk dikumpulkan menggunakan kuesioner skala Likert yang telah memenuhi uji validitas dan reliabilitas, sedangkan data dianalisis dengan analisis jalur menggunakan SPSS dan EViews. Model minat belajar signifikan dan menjelaskan 69,2% variasi minat. Media pembelajaran berhubungan negatif dengan minat belajar (β = -0,137; p = 0,019), sedangkan keaktifan (β = 0,371; p < 0,001), disiplin (β = 0,366; p < 0,001), dan dukungan orang tua (β = 0,240; p = 0,001) berhubungan positif. Model prestasi belajar menjelaskan 68,0% variasi prestasi. Media pembelajaran (β = 0,396), keaktifan (β = 0,220), disiplin (β = 0,191), minat belajar (β = 0,196), dan dukungan orang tua (β = 0,184) seluruhnya berhubungan positif dan signifikan dengan prestasi belajar. Hasil menunjukkan bahwa prestasi belajar berkaitan dengan kombinasi faktor instruksional, perilaku, regulasi, motivasi, dan keluarga; namun arah negatif media terhadap minat perlu diverifikasi terhadap skoring instrumen dan konteks penggunaan media.

This study examined the relationships of learning media, learning engagement, study discipline, and parental support with learning interest and academic achievement among Grade X Accounting and Financial Institution students in Basic Accounting at SMK Negeri 3 Padang. A quantitative descriptive-associative survey design was employed. The population comprised 174 students, and 121 participants were selected using proportional random sampling. Construct data were collected using Likert-scale questionnaires that met validity and reliability criteria, and path analysis was performed with SPSS and EViews. The learning-interest model was significant and explained 69.2% of the variance. Learning media was negatively associated with learning interest (β = -0.137, p = 0.019), whereas learning engagement (β = 0.371, p < 0.001), study discipline (β = 0.366, p < 0.001), and parental support (β = 0.240, p = 0.001) were positively associated with interest. The achievement model explained 68.0% of the variance. Learning media (β = 0.396), engagement (β = 0.220), discipline (β = 0.191), learning interest (β = 0.196), and parental support (β = 0.184) were all positively and significantly associated with academic achievement. The findings indicate that achievement is linked to a combination of instructional, behavioral, self-regulatory, motivational, and family factors. The negative path from learning media to interest should be verified against item scoring and the specific implementation of learning media before substantive conclusions are drawn.

Keywords: learning media, learning engagement, learning discipline, learning interest, parental support learning achievement