Pengaruh Minat Belajar, Disiplin Belajar, Kemandirian Belajar,Waktu Belajar dan Perhatian Orang Tua Terhadap Prestasi Belajar Siswa Kelas XI Fase F Pada Mata Pelajaran Ekonomi di SMA Negeri 1 Lembah Gumanti TP 2025/2026

Abstract

Penelitian ini menganalisis hubungan minat belajar, disiplin belajar, kemandirian belajar, waktu belajar, dan perhatian orang tua dengan prestasi belajar Ekonomi siswa kelas XI Fase F di SMA Negeri 1 Lembah Gumanti. Survei kuantitatif korelasional potong lintang melibatkan seluruh 105 siswa dari tiga kelas melalui total sampling. Lima konstruk diukur dengan kuesioner skala Likert dan prestasi menggunakan skor Ekonomi pada basis data penelitian. Dua model jalur berbasis regresi dianalisis pada α=0,05. Disiplin belajar (β=0,190; p=0,048) dan kemandirian belajar (β=0,440; p<0,001) berhubungan positif dengan minat, sedangkan waktu belajar dan perhatian orang tua tidak signifikan. Pada model prestasi, minat (β=0,231; p=0,037) dan waktu belajar (β=0,305; p=0,008) berhubungan positif; kemandirian berhubungan negatif (β=-0,475; p<0,001); disiplin dan perhatian orang tua tidak signifikan. Model menjelaskan 27,9% varians minat dan 14,1% varians prestasi. Karena desain potong lintang, koefisien ditafsirkan sebagai asosiasi, bukan efek kausal. Koefisien negatif kemandirian memerlukan pemeriksaan multikolinearitas, supresi, dan pengkodean butir.

This study examines the associations of learning interest, study discipline, learning independence, study time, and parental attention with Economics achievement among Grade XI Phase F students at SMA Negeri 1 Lembah Gumanti. A quantitative cross-sectional correlational survey included all 105 students from three classes through total sampling. Five constructs were measured using Likert-scale questionnaires, and achievement used the Economics score in the research dataset. Two regression-based path models were estimated at α=0.05. Study discipline (β=0.190; p=0.048) and learning independence (β=0.440; p<0.001) were positively associated with interest, whereas study time and parental attention were not significant. In the achievement model, interest (β=0.231; p=0.037) and study time (β=0.305; p=0.008) were positive; learning independence was negative (β=-0.475; p<0.001); study discipline and parental attention were not significant. The models explained 27.9% of the variance in interest and 14.1% in achievement. Because the design is cross-sectional, coefficients are interpreted as associations rather than causal effects. The negative coefficient for learning independence requires multicollinearity, suppression, and item-coding checks.