PENGARUH MOTIVASI BELAJAR DAN LINGKUNGAN KELUARGA TERHADAP PRESTASI BELAJAR MAHASISWA DENGAN PEMANFAATAN TEKNOLOGI INFORMASI SEBAGAI VARIABEL MODERATING (STUDI PADA MAHASISWA UNIVERSITAS PANDANARAN SEMARANG)
Abstract
This study uses information technology as a moderating variable to examine the effects of learning motivation characteristics and family environment on learning achievement. A quantitative approach is employed, utilizing primary data gathered from 98 individuals in the sample. Multiple linear regression, coefficient of determination, t
and f tests for hypothesis testing, and moderation tests are examples of analytical tools.
The study's findings indicate that learning motivation (X1), when measured in test 1, has a calculated t value of (0.708), with a t table of (0.67705), and learning achievement (Y), when measured in test 2, has a calculated t value of (0.726). The hypothesis is accepted
when the computed t value > t table from tests 1 and 2 is greater than t. Learning Achievement (Y) is positively and significantly impacted by Family Environment (X2), as demonstrated by a calculated t value of (1.898) in Test 1 and a t table of (0.67705) in Test 2, respectively. The hypothesis is accepted when the computed t value > t table from tests 1 and 2 is greater than t. Learning achievement (Y) is positively and significantly impacted by learning motivation (X1) and family environment (X2) combined. In test 1,
the f test value is equal to (2.233) with a significance value of 0.013, and in test 2, the f test value is 1.755 with a significance value of 0.048. The computed F value > F table indicates that it concurrently has the influence of these factors based on the findings of
the f tests 1 and 2. Technology use (Z) can moderate learning motivation (X1) and has a positive and significant effect on learning achievement (Y) with a significance value of (0.000). Technology use (Z) can moderate the family environment (X2) and has a positive
and significant effect on learning achievement (Y) with a significance value of 0.000 and a R square of 0.915, meaning that the moderating variable's presence contributes 91.5% of the influence.
Key words: learning motivation, family environment, learning achievement, use of information technology
and f tests for hypothesis testing, and moderation tests are examples of analytical tools.
The study's findings indicate that learning motivation (X1), when measured in test 1, has a calculated t value of (0.708), with a t table of (0.67705), and learning achievement (Y), when measured in test 2, has a calculated t value of (0.726). The hypothesis is accepted
when the computed t value > t table from tests 1 and 2 is greater than t. Learning Achievement (Y) is positively and significantly impacted by Family Environment (X2), as demonstrated by a calculated t value of (1.898) in Test 1 and a t table of (0.67705) in Test 2, respectively. The hypothesis is accepted when the computed t value > t table from tests 1 and 2 is greater than t. Learning achievement (Y) is positively and significantly impacted by learning motivation (X1) and family environment (X2) combined. In test 1,
the f test value is equal to (2.233) with a significance value of 0.013, and in test 2, the f test value is 1.755 with a significance value of 0.048. The computed F value > F table indicates that it concurrently has the influence of these factors based on the findings of
the f tests 1 and 2. Technology use (Z) can moderate learning motivation (X1) and has a positive and significant effect on learning achievement (Y) with a significance value of (0.000). Technology use (Z) can moderate the family environment (X2) and has a positive
and significant effect on learning achievement (Y) with a significance value of 0.000 and a R square of 0.915, meaning that the moderating variable's presence contributes 91.5% of the influence.
Key words: learning motivation, family environment, learning achievement, use of information technology
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