The Analysis of Learning Infrastructure (LI), Learning Motivation (LM) and Economics Learning Achievement (ELA)

Abstract

This research aimed to find out whether or not there is an effect of Learning Infrastructure (LI) and Learning M otivation (LM) on Economics Learning Achievement (ELA), and which one has more dominant effect on Learning Achievement, Learning Infrastructure or Learning M otivation. This study was a descriptive quantitative research with survey method. The data of LI, LM and ELA were collected using questionnaire. The population of research consisted of 1192 economics students in Public Senior High Schools of Serdang Bedagai Regency applying the 2013 curriculum. The sample consisted of 300 respondents, taken using cluster areas sampling technique. From the result of research, it can be found that there was a positive significant effect of LI on ELA (t statistic =9.597, P = 0.000), there was a positive significant effect of LM on ELA (t statistic =6.990, P=0.000), there was a positive and significant effect of LI and LM on ELA (F statistic =114.281, P=0.000), and LI affected ELA more dominantly than LM did.

The Effect of Curriculum 2013 on Economics Learning Achievement: Motivation as a Mediating Variable

“…Besides the findings, there is path coefficient value among the implementation of SF on ELA is about .370 or the correlation is about .597 which means there is a meaning in the effect among both latent variables. The findings in line to Setiawan, Martono, & Gunarhadi (2018); Odeh, Oguche, & Dondo (2015); Suleman & Hussain (2014); Adeogun & Olisaemeka (2011); Asvio, Arpinus & Suharmon (2017) wrote that there is a positive and significant effect in facility aspects and the school environment on ELA. Then according to Toha & Wulandari (2016), social environment and administration staff can impact students' enthusiasm in learning.…”

Manajemen Sarana Prasarana Dalam Meningkatkan Efektivitas Operasional Sekolah Dan Media Pembelajaran Siswa di SMAN 1 Rogojampi Banyuwangi

“…The study by Sawitri et al (2019) and Shirrell et al (2019) shows that physical infrastructure plays a crucial role in influencing student learning achievement. This is supported by other research conducted by Setiawan et al (2018), Shmis et al (2019), and Nafis and Muchtar (2020). However, research that specifically focuses on planning, implementation and evaluation of the management of educational facilities and infrastructure in public high schools is still limited.…”

“…However, there is debate regarding how detailed such planning should be. Several researchers, as expressed by Setiawan et al (2018), argue that too many details in planning can lead to a waste of time and resources, while the focus should be more on flexibility and adaptation to changing needs that may occur in the future. On the other hand, a different opinion was expressed by Karim (2023), who emphasized that more detailed details in planning can provide clarity and ensure that all needs are met efficiently.…”