Hubungan antara Motivasi Belajar dengan Disiplin Belajar Siswa di SMA Negeri 7 Medan

Abstract

Penelitian ini bertujuan untuk melihat hubungan motivasi belajar dengan disiplin belajar siswa. Motivasi belajar adalah keseluruhan dorongan, keinginan, kebutuhan, dan daya sejenis yang menggerakkan perilaku seseorang. Disiplin belajar adalah suatu sikap mental untuk mematuhui aturan, tata tertib, dan sekaligus pengendalian diri, menyesuiakan diri terhadap aturan-aturan yang berasal dari luar sekalipun yang mengekang dan menunjukan kesadaran akan tanggung jawab terhadap tugas dan kewajiban. Penelitian ini dilakukan di SMA Negeri 7 Medan. Pendekatan dalam penelitian ini menggunakan metode kuantitatif. Teknik pengambilan data menggunakan teknik purposive sampling dengan jumlah sampel 78 siswa. Metode pengumpulan data menggunakan model skala likkert dengan dua skala yaitu skala motivasi belajar dan skala disiplin belajar. Uji analisis data mengunakan metode korelasi pearson product moment rxy = 0.493 dengan signifikan p= 0.000 < 0,05 yang artinya motivasi belajar maka akan semakin tinggi disiplin belajar siswa sebaliknya semakin rendah motivasi belajar maka akan semakin rendah disiplin belajar siswa. Motivasi belajar tergolong rendah dimana mean hipotetik (75) lebih besar dari mean empirik (80.55) dan selisihnya melebihi bilangan satu SD (11.945). Disiplin belajar tergolong rendah dimana mean hipotetik (70) lebih besar dari mean empirik (68.18) dan selisihnya melebihi bilangan satu SD (17.188). Motivasi belajar berkontribusi atau memberikan sumbangsi terhadap disiplin belajari sebanyak 58%. Jika dilihat dari tabel interpretasi terhadap koefisien korelasi, berdasarkan nilai r2 = 40.8 hal ini menunjukkan tingkat hubungan tergolong sedang. This study aims to see the correlation between learning motivation and student learning discipline. Motivation to learn is the whole drive, desire, need, and similar forces that drive one's behavior. Learning discipline is a mental attitude to comply with rules, regulations, and at the same time self-control, adapting oneself to rules that come from outside even those that are restrictive and show awareness of responsibility for duties and obligations. This research was conducted at SMA Negeri 7 Medan. The approach in this study uses quantitative methods. The data collection technique used a purposive sampling technique with a sample of 78 students. The data collection method uses the Likekert scale model with two scales, namely the learning motivation scale and the learning discipline scale. Data analysis test using the Pearson product moment correlation method rxy = 0.493 with a significant p = 0.000 <0.05, which means that the motivation to learn, the higher the student's learning discipline, conversely the lower the motivation to learn, the lower the student's learning discipline. Learning motivation is low where the hypothetical mean (75) is greater than the empirical mean (80.55) and the difference exceeds one elementary school (11.945). Learning discipline is classified as low where the hypothetical mean (70) is greater than the empirical mean (68.18) and the difference exceeds one elementary school (17.188). Learning motivation contributes or contributes to learning discipline as much as 58%. If seen from the interpretation table of the correlation coefficient, based on the value of r2 = 40.8 this shows that the level of relationship is classified as moderate.