Pengaruh lingkungan belajar dan kemandirian belajar terhadap prestasi belajar matematika siswa di boarding school
DOI:
https://doi.org/10.22460/jpmi.v9i5.32000Kata Kunci:
Boarding School, Learning Environtment, Learning Independence, Mathematics Achievement, StudentsAbstrak
This study aims to analyze the influence of the learning environment and learning independence on the mathematics learning achievement. The research method used in this study is quantitative, with an ex post facto design. The research subjects were 113 eighth-grade students at a boarding school. Research data were collected through questionnaires and tests. Data analysis was conducted using multiple linear regression after meeting the prerequisites of normality, linearity, and multicollinearity. The results showed that the learning environment had a positive and significant effect on student learning achievement, contributing 9.4%, while learning independence contributed 4.7%. Simultaneously, both variables had positive and significant effects, contributing 13.9%. This means that the learning environment and learning independence explained 13.9% of the variation in student learning achievement, while other factors outside the study influenced 86.1%. These findings indicate that improving students' mathematics achievement in boarding schools requires a conducive learning environment and the continuous development of independent learning.
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