The Influence of Social Support, Self Confidence, and Motivation to Economic Learning Results Class XI

Abstract

Causal associative research uses a quantitative approach. The research was conducted at SMK Negeri 2 Jambi City. The method used. The population and samples numbered 124 people, using a saturated or census sample technique. Result of research: 1) Positive positive influence between social support to learning result sebeesar 0,455, t count> t table that is 5,640> 1.67. 2) Positive and significant influence between self-confidence to the learning result of 0.402, t arithmetic> t table is 4.849> 1.675. 3) Positive and significant influence between the motivation of learning outcomes 0.419, t arithmetic> t table is 1.675> 0.05. 4) Positive and significant influence between social strengthening to motivation of 0.272, t arithmetic> t table ie 3.119> 1.655. 5) Positive and significant influence between work environment on work motivation of 0.844, t arithmetic> t table that is 10.177> 2.015. 6) Positive and significant indirect effects between support to economic learning outcomes through motivation of 0,559, F hit> F table or 518,919> 2,698. 7) Positive and significant indirect effects between self-confidence in learning outcomes through motivation of 0,504, F hit> F table or 18,919> 2,68. Keywords: Social Support, Self Confidence, Motivation, and Learning Outcomes. CHAPTER I INTRODUCTIONThe purpose of education is said to be achieved if the learning outcomes of learners experience development and improvement. What is meant by learning is a process of changing the behavior of individuals through the interaction of learners with the environment, Hamalik (2003: 36). While the results of learning is the result of learning efforts undertaken learners. In formal education, learning outcomes are always accompanied by measurement and assessment activities, as well as in the process of teaching and learning activities is intended to determine whether or not the learning objectives have been achieved, as well as to know the position of students who are clever, moderate or later, which later can be made As a valuable input for educators as a reference to improve the quality of teaching that has been done through reports of learners' learning outcomes.Reports of student learning outcomes can be seen from the results of replication and submitted in a certain period in the form of report cards. In an effort to achieve an optimal learning outcome of the learning process a student is connected by internal and external factors. Internal factors are factors that arise from within the learners themselves include physical circumstances, intelligence, talent, interests and attention, emotional state and discipline.The form of successful learning in schools can be seen from the results of student learning, because the learning results show the results of efforts achieved by students during their learning activities at school. In accordance with the provisions of the applicable curriculum to measure the success of learning is the stipulation of the minimum limit of learning completeness for economic subjects that is 70. CHAPTER II THEORY ...

Teaching Practice Program in College of Education – Creativity, Emotional Intelligence and Locus of Control

“…It may be done by developing self-awareness, self-control, self-motivation, empathy, and social skills (Meeks, 2017) and (Whitehurst, 2016). In this case, in carrying out teaching practice programs, emotional intelligence in every action of prospective teacher students is very important in reflecting personality, which can be said as an example to children (Suratno & Hutabarat, 2018).…”