Pengaruh gerakan literasi sekolah dan minat baca terhadap hasil belajar mata pelajaran ekonomi di MAN Kota Batu

INDONESIA:

Hasil belajar adalah kemampuan-kemampuan yang dimiliki oleh siswa setelah ia menerima proses pembelajaran dari seorang guru. Tercapainya hasil belajar yang baik tidak lepas dari tanggung jawab guru, masyarakat, pemerintah, dan orang tua. Penilaian hasil belajar memiliki tujuan untuk mengetahui sejauh mana siswa memahami materi selama proses pembelajaran. Hasil belajar dapat dilihat dari skor atau nilai setelah siswa mengerjakan suatu soal tes atau ulangan. Hasil belajar setiap siswa berbeda-beda karena dipengaruhi oleh banyak faktor, baik faktor internal atau faktor eksternal, diantaranya yaitu gerakan literasi sekolah dan minat baca.

Penelitian ini bertujuan untuk mengetahui: (1) pengaruh gerakan literasi sekolah terhadap hasil belajar mata pelajaran ekonomi di MAN Kota Batu, (2) pengaruh minat baca terhadap hasil belajar mata pelajaran ekonomi di MAN Kota Batu, (3) pengaruh gerakan literasi sekolah dan minat baca terhadap hasil belajar mata pelajaran ekonomi di MAN Kota Batu.

Untuk mencapai tujuan di atas, digunakan pendekatan kuantitatif dengan jenis penelitian korelasional. Populasi yang diambil dalam penelitian ini adalah seluruh siswa kelas XI IPS di MAN Kota Batu sebanyak 130 siswa, dengan teknik pengambilan sampel populasi sebanyak 60 siswa. Instrumen yang digunakan dalam penelitian ini yaitu menggunakan kuesioner atau angket. Sedangkan teknik analisis data menggunakan analisis statistik deskriptif, uji asumsi klasik, analisis regresi linier berganda, serta uji hipotesis dengan uji t dan uji f.

Hasil penelitian ini menunjukkan bahwa, (1) ada pengaruh secara positif dan signifikan gerakan literasi sekolah terhadap hasil belajar siswa yang dibuktikan dengan nilai t_hitung (4,676) > t_tabel (2,002) dan signifikansinya (0,000) < (0,05) maka dapat disimpulkan bahwa Ho ditolak. (2) ada pengaruh secara positif dan signifikan minat baca terhadap hasil belajar siswa yang dibuktikan dengan nilai t_hitung (8,268) > t_tabel (2,002) dan signifikansinya (0,000) < (0,05) maka dapat disimpulkan bahwa Ho ditolak. (3) secara simultan variabel gerakan literasi sekolah dan minat baca memiliki pengaruh secara positif signifikan terhadap hasil belajar dengan nilai F_hitung (726,549) > F_tabel (3,18) dan nilai signifikansinya 0,000 < 0,05.

ENGLISH:

The learning outcome is the abilities which are owned by the students after they joined the learning process provided by the teacher. The great learning outcome achievements cannot be separated by teacher, societies, goverment, and parents responsibility. The assesment of learning outcome has the purpose to know how far the students can understand the material during learning process. The learning outcome can be seen by the score or value owned by every student after doing the question or assignments. The learning outcome of every student is different which is affected by several factors, those are internal and external factors. Some of those are school literacy movement and reading interest.

The objectives of this study are: 1) to know the influence school literacy movement to the learning outcomes of economic subject in MAN Batu City, 2) to know the influence reading interest to the learning outcomes of economic subject in MAN Batu City, 3) to know the influence of school literacy movement and reading interest to the learning outcomes of economic subject in MAN Batu City.

To achieve those objectives, this study employs quantitative approach using correlational research. The population taken in this study were all students in MAN Kota Batu totaling 130 students, with a population sample of 60 students. The instrument used in this study was questionnaire. While the data analysis technique used descriptive statistical analysis, classic assumption test, multiple linear regression analysis, and hypothesis testing with t test and f test.

The results of the study indicate that, (1) there were positive influence and they were significant to the school literacy movement on the learning outcome which was proved by t-value (4,676) > t-table (2,002) and its significance was (0,000) < (0,05) hence it can be concluded that Ho was rejected. (2) there were positive influence and they were significant to the reading interest on the learning outcome which was proved by t-value (8,268) > t-table (2,002) and significance (0,000) < (0,05) hence it can be concluded that Ho was rejected. (3) simultantly school literacy movement and reading interest had significant positive influence on the learning outcome. It was proved by F-value (726,549) > F-table (3,18) and its significance 0,000 < 0,05.