HUBUNGAN KESIAPAN BELAJAR DAN SELF EFFICACY DENGAN KEAKTIFAN BELAJAR SISWA DI SMP NEGERI 5 KENDARI

Ermawati Ridwan, E (2019) HUBUNGAN KESIAPAN BELAJAR DAN SELF EFFICACY DENGAN KEAKTIFAN BELAJAR SISWA DI SMP NEGERI 5 KENDARI. Masters thesis, IAN.

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Abstract

ABSTRAK ERMAWATI RIDWAN, NIM. 16040202022, “Hubungan Kesiapan Belajar dan Self Efficacy dengan Keaktifan Belajar Siswa Di SMP Negeri 5 Kendari” (Dibimbing oleh: Prof. Dr. Jafar Ahiri, M.Pd, dan Dr. Ros Mayasari, S.A.g, M.Si ) Penelitian ini bertujuan untuk menganalisis dan mengetahui; 1) Gambaran kesiapan belajar, self efficacy dan keaktifan belajar siswa, 2) hubungan kesiapan belajar dengan keaktifan belajar siswa, 3) hubungan self efficacy dengan keaktifan belajar siswa, dan 4) hubungan kesiapan belajar dan self efficacy (secara bersama- sama ) dengan keaktifan belajar siswa di SMP Negeri 5 Kendari. Penelitian ini menggunakan pendekatan kuantitatif yang analisisnya menggunakan analisis korelasi. Populasi dalam penelitian ini berjumlah 1242 orang, sedangkan sampel penelitian ditetapkan secara stratified random sampling sebanyak 93 siswa. Analisis data menggunakan analisis deskriptif dan inferensial setelah memenuhi uji persyaratan uji normalitas dan uji linearitas, multikolinearitas dan uji heteroskedastisitas. Selanjutnya pengujian hipotesis menggunakan analisis korelasi dan regresi ganda. Hasil penelitian menunjukkan bahwa; 1)kesiapan belajar dan self efficacy serta keaktifan belajar siswa sudah terlaksana dengan cukup baik, hal ini terlihat dari kesiapan belajar yang dimiliki siswa, mampu membuat siswa untuk lebih berkonsentrasi dan berpartisipasi aktif dalam menerima pelajaran serta mudah menyerap pelajaran yang disampaikan ketika dalam proses pembelajaran, dan kemampuan siswa dalam menjalankan semua tugas yang diberikan, sehingga tercipta keaktifan belajar yang baik. 2)kesiapan belajar berhubungan positif dan signifikan dengan keaktifan belajar siswa, 3 )self efficacy berhubungan positif dan signifikan dengan keaktifan belajar siswa, dan 4) kesiapan belajar dan self efficacy berhubungan positif dan signifikan secara simultan dengan keaktifan belajar siswa di SMP Negeri 5 Kendari. Kedua variabel tersebut memberikan kontribusi sebesar 30,6% sedangkan sisanya sebesar 69,4% dipengaruhi oleh faktor lain yang tidak dibahas dalam penelitian ini artinya semakin baik kesiapan belajar dan self efficacy yang dimiliki siswa, maka akan di ikuti semakin baik dan positif pula keaktifan belajarnya. Sehingga berimplikasi pada siswa untuk belajar secara aktif dan menggali imformasi secara mandiri serta menumbuhkan rasa percaya diri dalam proses pembelajaran. ABSTRACT ERMAWATI RIDWAN, NIM. 16040202022, "The Relationship between Learning Readiness and Self Efficacy with Student Learning Activity in SMP Negeri 5 Kendari" (Supervised by: Prof. Dr. Jafar Ahiri, M.Pd, and Dr. Ros Mayasari, S.A.g, M.Si ) This study aims to analyze and find out; 1) Picture of learning readiness, self efficacy and student learning activeness, 2) relationship of learning readiness with student learning activeness, 3) relationship of self efficacy with student learning activeness, and 4) relationship between learning readiness and self efficacy (together ) with activity study students at Kendari State Middle School 5. This study uses a quantitative approach whose analysis uses correlation analysis. The population in this study amounted to 1242 people, while the study sample was determined by stratified random sampling of 93 students. Data analysis using descriptive and inferential analysis after fulfilling the normality test requirements and linearity test, multicollinearity and heteroscedasticity test. Furthermore, hypothesis testing uses correlation analysis and multiple regression. The results of the study indicate that; 1) learning readiness and self efficacy as well as student learning activity have been carried out quite well, this can be seen from the readiness of learning that students have, able to make students concentrate more and actively participate in receiving lessons and easily absorb the lessons delivered during the learning process, and the ability of students to carry out all the tasks given, so as to create good learning activeness. 2) learning readiness is positively and significantly related to student learning activeness, 3) self efficacy is positively and significantly related to student learning activeness, and 4) learning readiness and self efficacy are positively and significantly related simultaneously with student activeness in Kendari State Middle School 5. Both of these variables contributed 30.6% while the remaining 69.4% was influenced by other factors not discussed in this study, meaning that the better learning readiness and self efficacy students have, the better and more positive learning will be followed. . So that it has implications for students to actively learn and explore information independently and foster confidence in the learning process . viii ﻠﻤﻟاﺺﺨ ناودر تاﻮﻣرؤ ﻲﻓ ﺔﺳرﺪﻣ ﺔﯾﻮﯿﺣ بﻼﻄﻟا ﻊﻣ تاﺬﻟا ﺔﯿﻟﺎﻌﻓو ﺔﻗﻼﻌﻟا (16040202022 ) ، ،" ﺔﯾﺰھﺎﺠﻟا ﻢﻠﻌﺘﻟا يﺮﺴﯿﻣ سور رﻮﺘﻛﺪﻟاو ،دإ ،م يﺮھا ﺮﻔﻌﺟ : رﻮﺘﻛﺪﻟا " ( ذﺎﺘﺳﻷا فاﺮﺷإ 5 ىراﺪﻨﯿﻛ يﺮﺠﯿﻧ ،مدإ. ، طﺎﺸﻧو ﺔﯿﺗا ﺬ ﻟ ا ﺔﯿﻟ ﺎﻌﻔﻟ ا و ، ﻢﻠﻌﺘﻟا ﻲﻓ ﺔﯾﺰ ھﺎﺠﻟ ا ﺔﻓﺮﻌﻤﻟاو ﻞ ﯿﻠ ﺤﺘﻟ ا ﻰﻟإ ﺔﺳارﺪﻟا هﺬ ھ ف ﺪ ﮭﺗ ؛1) ﻒﺻو طﺎﺸﻧ ﻢﻠﻌﺗ ﻊﻣ ﺔ ﯿﺗا ﺬ ﻟ ا ﺐﻟﺎﻄﻟا ﻢﻠﻌﺗ طﺎﺸﻧ ﻊﻣ ﻢﻠﻌﺘﻠﻟ داﺪﻌﺘﺳﻻا ﺐﻟﺎﻄﻟا ﻢﻠﻌﺗ ،2) ﺔﻗﻼﻋ ،3) ﺔﯿﻟ ﺎﻌﻔﻟ ا ﺔﻗﻼﻋ ﮫﯾد ا ﺪ ﻋ ا ﺔﺳرﺪﻣ ﻲﻓ ﺔﯿﺗا ﺬ ﻟ ا ﮫ ﺘﯿﻟ ﺎﻌﻓ و ﻢﻠﻌﺘﻠﻟ داﺪﻌﺘﺳﻻا ﺐﻟﺎﻄﻟا ،و4) ﺔﻗﻼﻋ ( ﺎ ًﻌﻣ )ﻊﻣ بﻼﻄﻠﻟ طﺎﺸﻨﻟا 5 ى ر ا ﺪ ﻨﯿﻛ . طﺎﺒﺗرﻻا ﻞ ﯿﻠ ﺤﺗ ﺎﮭﻠ ﯿﻠ ﺤﺗ م ﺪ ﺨﺘﺴﯾ ﻲﺘﻟا ﺢﺴﻤﻟا قﺮط ﻊﻣ ﻲﻤﻛ ﺞ ﮭﻧ ﺞ ﮭﻨﻣ ثﺎﺤﺑﻷا ﻦﻣ عﻮﻨﻟا ا ﺬ ھ م ﺪ ﺨﺘﺴﯾ . نﺎﻛو ﺔ ﯿﻘﺒط ﺔ ﻨﯿﻋ ﻦ ﯿﺣ ﻰﻟإ ﺔﯾد ا ﺪ ﻋ ﻻا سراﺪﻤﻟا بﻼط ﻊ ﯿﻤﺟ ﺔﺳارﺪﻟا ﻊﻤﺘﺠﻣ 5 ﻞﺼﺗ ، ى ر ا ﺪ ﻨﯿﻛ 1242 ﻲﻓ ،ﺺﺨﺷ ﻦﻋ ن ﺎﯿﺒﺘﺳا ةرﺎﺒﻋ ن ﺎﻣﺎﯾ ﺔ ﻐﯿﺻ ﮫ ﻋ ﻮﻤﺠﻣ ﺎﻣ تدﺪﺣ ﺔﯿﺋا ﻮﺸﻋ ﺔ ﻨﯿﻋ ﺔﺳارﺪﻟا 93 لﻼﺧ ﻦﻣ ﺎﺒﻟﺎط . هﺬ ھ ﺚﺤﺒﻟا ةادأ ﻲﻔﺻﻮﻟا ﻲﻟﻻﺪﺘﺳﻻاو ﻞ ﯿﻠ ﺤﺘﻟ ا ﻲھ ﺔﻣﺪﺨﺘﺴﻤﻟا ﮫ ﺘﯿﻗ ﻮﺛ ﻮﻣو ﮫ ﺘﺤﺻ ﻦﻣ ﻖﻘﺤﺘﻠﻟ هرﺎﺒﺘﺧا ﻢﺗ .ت ﺎﯿﻨ ﻘﺗ تﺎﻧﺎﯿﺒﻟ ا ﻞ ﯿﻠ ﺤﺗ تارﺎﺒﺘﺧاو ﺮ ﯾﺎﻐﺘﻟ ا ، ةدﺪﻌﺘﻤﻟا تارﺎﺒﺘﺧﻻاو ، ﺔ ﯿﻄﺨﻟ ا و ﺔ ﯿﻌﯿﺒﻄﻟ ا تﻻﺎﺤﻠﻟ رﺎﺒﺘﺧﻻا تﺎﺒﻠﻄﺘﻤﺑ ءﺎﻓﻮﻟا ﺪﻌﺑ دﺪﻌﺘﻤﻟا راﺪﺤﻧﻻاو طﺎﺒﺗرﻻا ﻞ ﯿﻠ ﺤﺗ ماﺪﺨﺘﺳﺎﺑ ﺔﯿﺿ ﺮ ﻔﻟ ا .ﻢﺛ رﺎﺒﺘﺧا . دﯾﺟ لﻛﺷﺑ بﻼطﻟا مﻠﻌﺗ طﺎﺷﻧ ﻰﻟإ ﺔﻓﺎﺿﻹﺎﺑ ﮫﺗﯾﻟﺎﻌﻓ و مﻠﻌﺗﻠﻟ دادﻌﺗﺳﻻا ذ ﯾﻔﻧﺗ مﺗ ﻰﻟإنأ رﯾﺷ ﺗ ﺔﺳاردﻟا ﺞﺋﺎﺗﻧ : 1 ) ، نﻛﻣﯾو طﺎﺷﻧﺑ ﻲﻓ او ﻛرﺎﺷ ﯾو رﺑﻛأ لﻛﺷﺑ نو زﻛرﯾ بﻼطﻟا لﻌﺟ ﻰﻠﻋ نﯾردﺎﻗ و مﻠﻌﺗﻠﻟ بﻼطﻟا دادﻌﺗﺳا لﻼﺧ نﻣ كﻟذ ﺔظﺣﻼﻣ مﺎﮭﻣﻟا ﺔﺣوﻧﻣﻣﻟا ﻊ ﯾﻣﺟ ﺑ م ﺎﯾﻘﻟا ﻰﻠﻋ بﻼطﻟا ةردﻗو ، ﺔﻟو ﮭﺳ ﺑ مﻠﻌﺗﻟا ﺔ ﯾﻠﻣﻋ ءﺎﻧﺛأ ﺔﻣدﻘﻣﻟا سوردﻟا ب ﺎﻌﯾﺗﺳ او سوردﻟا ﻲﻘﻠﺗ بﻼطﻟا مﻠﻌﺗ طﺎﺷﻧﺑ ظوﺣﻠﻣو ﻲﺑﺎﺟ ﯾإ لﻛﺷﺑ طﺑﺗرﻣ مﻠﻌﺗﻠﻟ دادﻌﺗﺳﻻا دﯾﺟ مﻠﻌﺗ طﺎﺷﻧ قﻠﺧﻟ ،كﻟذو . 2 ،3 ) )نأ ن ﺎط ﺑﺗرﯾ لﻛﺷﺑ ﺔﯾ ﺗاذﻟا ﮫ ﺗﯾﻟﺎﻌﻓ و مﻠﻌﺗﻠﻟ دادﻌﺗﺳﻻا )نأ ،و4 بﻼطﻟا مﻠﻌﺗ طﺎﺷﻧﺑ ظوﺣﻠﻣو ﻲﺑ ﺎﺟ ﯾإ لﻛﺷﺑ ﺔطﺑﺗرﻣ ﺔ ﯾﺗاذﻟا ةءﺎﻔﻛﻟا نأ مھﺎﺳ دﻗو ﺔطﺳوﺗﻣﻟا ﺔطﺳوﺗﻣﻟا ى رادﻧﯾﻛ 5. ﻼﻛ ن ﯾرﯾﻐﺗﻣﻟا ﺔﺳردﻣ ﻲﻓ بﻟﺎطﻟا طﺎﺷﻧ ﻊﻣ تﻗوﻟا ﻲﻓسﻔﻧ ﺔ ﯾﻣھأ يذو ﻲﺑﺎﺟ ﯾإ ﺎﻣﻣ ، ﺔﺳاردﻟا هذھ ﻲﻓ ﺎﮭﺗﺷ ﻗ ﺎﻧﻣ مﺗﺗ مﻟ ىرﺧأ لﻣاوﻌﺑ ﺔ ﯾﻘ ﺑﺗﻣﻟا ٪ ﺔﺑﺳﻧ ترﺛﺄﺗ ﺎ ﻣﻧﯾﺑ ٪ 69.4 ﺔﺑﺳﻧﺑ 30.6 ﻲ ﻧﻌﯾ ﮫ ﻧأ نو ﻛﯾ ﺎﮭﻟ .،ث ﯾﺣ ﺑ ﺔ ﯾﺑﺎﺟ ﯾإ رﺛﻛﻷاو لﺿﻓﻷا مﻠﻌﺗﻟا عﺎﺑﺗا مﺗﯾﺳ ، ﺔ ﯾﺗاذ ﺔﯾﻠﻋﺎﻓ و مﻠﻌﺗﻠﻟ لﺿﻓأ ا ًدادﻌﺗﺳا بﻼطﻟا نﺎﻛىدﻟ ﺎﻣﻠﻛ مﻠﻌﺗﻟا ﺔ ﯾﻠﻣﻋ ﻲﻓ ﺔﻘﺛﻟا زﯾزﻌﺗو لﻘﺗﺳﻣ لﻛﺷﺑ تﺎﻣوﻠﻌﻣﻟا فﺎﺷﻛﺗﺳاو طﺎﺷﻧﺑ مﻠﻌﺗﻠﻟ بﻼطﻟا ﻰﻠﻋ رﺎﺛآ .

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