Please use this identifier to cite or link to this item: https://repositori.uma.ac.id/handle/123456789/21993
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dc.contributor.advisorHasanuddin-
dc.contributor.authorSafitri, Eka Puji-
dc.date.accessioned2023-11-17T04:50:01Z-
dc.date.available2023-11-17T04:50:01Z-
dc.date.issued2023-10-
dc.identifier.urihttps://repositori.uma.ac.id/handle/123456789/21993-
dc.description107 Halamanen_US
dc.description.abstractUntuk memperbaiki prestasi belajar siswa dibutuhkan solusi yang dapat meningkatkan semangat serta menumbuhkan minat belajar siswa ketika sedang berada di dalam kelas untuk mengikuti kegiatan belajar mengajar dan dapat mempengaruhi siswa dalam memperoleh hasil yang memuaskan. Salah satu solusi yang dapat dilakukan untuk mengatasi masalah yang telah teridentifikasi adalah menggunakan faktor eksternal yaitu interaksi teman sebaya dan faktor internal yang meliputi faktor yang ada pada diri siswa yaitu gaya belajar auditori siswa.Teknik analisis data menggunakan analisis regresi dua predictor. Hasil penelitian menunjukkan bahwa: (1) ada hubungan gaya belajar auditori dengan minat belajar, dengan nilai probabilitas sebesar 0,03 < 0,05; (2) tidak ada hubungan interaksi teman sebaya dengan minat belajar, dengan nilai probabilitas sebesar 0,06 < 0,05; (3) ada hubungan gaya belajar auditori dan interaksi teman sebaya dengan minat belajar matematika SMA Swasta Harapan Batang Serangan, dengan nilai probabilitas sebesar 0,04 < 0,05. Hasil uji koefisien determinasi menunjukkan bahwa besarnya kontribusi atau hubungan gaya belajar auditori dan interaksi teman sebaya dengan minat belajar matematika adalah sebesar 5,9%. To improve student achievement, solutions are needed that can increase enthusiasm and foster student interest in learning while in class to participate in teaching and learning activities and can influence students in obtaining satisfactory results. One solution that can be done to overcome the problems that have been identified is to use external factors, namely peer interaction and internal factors which include factors that exist in students, namely students' auditory learning styles. The data analysis technique uses regression analysis of two predictors. The results showed that: (1) there was a significant connectionbetween auditory learning style and interest in learning, with probability values of 0.03 < 0.05; (2) there was no significant association of peer interaction with interest in learning, with probability values of 0.06 < 0.05; (3) there is a significant connection between auditory learning style and peer interaction with interest in learning mathematics at SMA Harapan Batang Serangan, with a probability value of 0.04 < 0.05. The results of the coefficient of determination test showed that the magnitude of the contribution or relationship between auditory learning styles and peer interaction with interest in learning mathematics was 5.9%.en_US
dc.language.isoiden_US
dc.publisherUniversitas Medan Areaen_US
dc.relation.ispartofseriesNPM;211804008-
dc.subjectgaya belajar uuditorien_US
dc.subjectinteraksi teman sebayaen_US
dc.subjectminat belajar matematikaen_US
dc.subjectauditory learning styleen_US
dc.subjectpeer interactionen_US
dc.subjectinterest in learning mathen_US
dc.titleHubungan Gaya Belajar Auditori dan Interaksi Teman Sebaya Dengan Minat Belajar Siswa SMA Swasta Harapan Batang Seranganen_US
dc.title.alternativeThe Relationship between Auditory Learning Style and Peer Interaction Peers with Interest in Learning, Harapan Batang Serangan Private High School Studentsen_US
dc.typeThesisen_US
Appears in Collections:MT - Master of Psychology

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