Pengaruh Efikasi Diri dan Lingkungan Belajar Terhadap Hasil Belajar Siswa SMK Negeri 44 Jakarta dengan Motivasi Belajar Sebagai Variabel Mediasi
DOI:
https://doi.org/10.61132/jkaipbaku.v1i3.116Keywords:
Learning Environment, Learning Motivation, Learning Outcomes, Self-EfficacyAbstract
This study aims to examine the influence of self-efficacy and learning environment on learning outcomes, with learning motivation as a mediating variable, among students of SMK Negeri 44 Jakarta. Employing a quantitative approach with a survey method, the research involved a population of 175 students, all of whom were included as the sample through a total sampling technique. Data analysis was conducted using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with SmartPLS 4.0 software. The analytical procedures encompassed measurement model analysis, structural model analysis, and hypothesis testing for both direct and indirect effects.The findings reveal a positive and significant direct effect of self-efficacy on learning outcomes, indicating that students with higher confidence in their abilities tend to achieve better academic performance. Similarly, the learning environment was found to have a positive and significant direct effect on learning outcomes, suggesting that supportive academic surroundings contribute meaningfully to student achievement. However, the study found no significant direct effect of learning motivation on learning outcomes, nor any significant mediating role of learning motivation in the relationships between self-efficacy and learning outcomes or between learning environment and learning outcomes. These results imply that while self-efficacy and a conducive learning environment are key determinants of academic success, the role of learning motivation as an intervening variable may not be as substantial in this context. The absence of mediation suggests that motivation alone may not bridge the gap between personal and environmental factors and actual academic performance. This study contributes to educational research by providing empirical evidence on the complex interplay between psychological, environmental, and motivational factors influencing student achievement, highlighting the need for educators to strengthen both self-belief and learning conditions to optimize outcomes.
References
Abbas, A. B., & Rizki, N. A. (2023). Mediasi regulasi diri atas pengaruh lingkungan belajar terhadap hasil belajar matematika siswa SMP. Primatika: Jurnal Pendidikan Matematika, 12(1), 51–60. https://doi.org/10.30872/primatika.v12i1.2108
Anggraini, Y., & Patmanthara, S. (2017). Pengaruh lingkungan belajar dan disiplin belajar terhadap hasil belajar kompetensi keahlian elektronika industri di sekolah menengah kejuruan. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan. http://journal.um.ac.id/index.php/jptpp/
Apriliana, A., & Listiadi, A. (2021). Peran motivasi belajar dalam memoderasi pengaruh efikasi diri, fasilitas belajar dan intensitas pemberian tugas terhadap hasil belajar akuntansi perpajakan. Jurnal Pendidikan Ekonomi: Jurnal Ilmiah Ilmu Pendidikan, Ilmu Ekonomi, dan Ilmu Sosial, 15(2). https://doi.org/10.19184/jpe.v15i2.25041
Hardianti, N., & Marpaung, M. P. (2021). Pengaruh efikasi diri, motivasi belajar dan minat baca terhadap hasil belajar speaking siswa kelas X. Jurnal Pendidikan, 22(1), 46–57. https://doi.org/10.33830/jp.v22i1.976.2021
Kementerian Pendidikan dan Kebudayaan Republik Indonesia. (2018). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 34 Tahun 2018 tentang Standar Nasional Pendidikan Sekolah Menengah Pertama/Madrasah Tsanawiyah, Sekolah Menengah Atas/Madrasah Aliyah, dan Sekolah Menengah Kejuruan/Madrasah Aliyah Kejuruan.
Nursakdiah, N., Khairinal, K., & Syuhada, S. (2023). Pengaruh lingkungan sekolah dan efikasi diri terhadap kejenuhan belajar dan dampaknya terhadap motivasi belajar pada mata pelajaran akuntansi siswa kelas XI SMK Negeri di Kabupaten Sarolangun. Jurnal Manajemen Pendidikan dan Ilmu Sosial. https://doi.org/10.38035/jmpis.v4i2
Robbins, S. P., & Judge, T. A. (2015). Organizational behavior (16th ed.). Pearson Education, Inc.
Saputra, R. M. A., Hariyadi, A., & Sarjono, S. (2021). Pengaruh motivasi dan efikasi diri terhadap kemandirian belajar sistem daring pada siswa kelas XII IPS SMA Negeri Kedungadem Bojonegoro. Jurnal Educatio FKIP UNMA, 7(3), 840–847. https://doi.org/10.31949/educatio.v7i3.1268
Sari, D. N. I., Zainal, A., Ruslan, D., Sriwedari, T., & Herliani, R. (2024). Pengaruh efikasi diri dan kompetensi kepribadian guru terhadap hasil belajar jurnal penyesuaian melalui motivasi belajar. Liabilities: Jurnal Pendidikan Akuntansi, 7(1). https://doi.org/10.30596/liabilities.v7i1.19255
Sugiyono. (2018). Metode penelitian kuantitatif (1st ed.). Alfabeta.
Supardi, E., & Fadli, A. T. (2024). Pengaruh self-efficacy dan self-regulated learning terhadap hasil belajar siswa dengan learning management system effectiveness sebagai variabel mediasi. Jurnal Pendidikan Manajemen Perkantoran, 9(2), 199–210. https://doi.org/10.17509/jpm.v9i2
Toni, N., & Anggara, L. (2021). Analisis partial least square studi pada perusahaan property dan real estate yang terdaftar di Bursa Efek Indonesia. Merdeka Kreasi Group.
Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. https://peraturan.bpk.go.id/details/43920/uu-no-20-tahun-2003
Utaminingtyas, S., Subaryana, S., & Puspitawati, E. N. E. (2021). Pengaruh motivasi belajar dan lingkungan belajar terhadap hasil belajar matematika. Pedagogi: Jurnal Penelitian Pendidikan, 8(2). https://doi.org/10.25134/pedagogi.v8i2.4157
