PENGARUH GAYA BELAJAR DAN LINGKUNGAN BELAJAR TERHADAP HASIL BELAJAR PADA MATA PELAJARAN EKONOMI SISWA KELAS X SMA NEGERI 1 TALAGA RAYA BUTON TENGAH

Abstract

The research problems were how much the effect of learning style and learning environment towards social sciences students' learning outcomes at tenth grade of SMA Negeri 1 Talaga Raya and how big the correlation of learning style and learning environment towards the students' learning outcomes of SMA Negeri 1 Talaga Raya. This research aimed to find out whether or not there was a significant effect of learning style towards economics education students' learning environment and its correlation of learning interest towards students' learning outcomes of SMA Negeri 1 Talaga Raya. This research used quantitative research. The population in this research was all 217 active students in academic year 2017/2018 of SMA Negeri 1 Talaga Raya Buton Tengah. The sample taken was 68 students or 10 percent from the total population using Yamane Taro formula. The instruments used were observation, questionnaire, and documentation. The result showed = 22.657 + 0.378X + 0.178X. The b score was 0.378, it meant that every time there was an increase in score of learning style (X1) of 1 point, an increase in score of learning outcomes (Y) occurred was 0.378 if learning environment (X2) constant. Meanwhile, the score of b2 was 0.178 meant every time there was an increase in score of learning environment (X2) of 1 point, an increase in score of learning outcomes (Y) was 0.178 if the score of learning style (X1) constant. As for the correlation together between learning style (X1) and learning environment (X2) with learning outcomes (Y) by using multiple correlation analysis obtained the score of Ro = 0.453. I meant that there was low positive correlation between learning style (X1) and learning environment (Xs) towards learning outcomes (Y) for 0.453. The score of determination coefficient (R) was 0.2052 or 20.52%. It meant that the effect of learning style (X1) and learning environment () towards learning outcomes (Y) for 20.52%, the rest was 79.48 affected by other factors not examined. To find out the significance of the correlation coefficient or hypothesis testing, it was performed t-count calculation obtained result of 0.87], while t-table was 0.24. It was known that the result of t-count was smaller than the score of t-table. It meant that there was significant effect between learning style (X1) and learning environment (X2) towards learning outcomes (Y).