Hasmi Nur Bayhaqi, Didit Darmawan

Factors Influencing Student Learning Outcomes: Teacher Competence, Learning Environment, and Learning Stress

Introduction

Factors influencing student learning outcomes: teacher competence, learning environment, and learning stress. Discover factors influencing student academic performance: teacher competence, learning environment, and academic stress. This study highlights the significant impact of teacher skills and stress on student outcomes.

Abstract

The level of progress of a nation significantly depends on the quality of education, which is reflected in the success of the learning process. Teachers, the learning environment, and students' internal conditions are among the primary factors contributing to the success of the learning process. This study aims to determine the significant influence of teacher competence, the learning environment, and academic stress on the academic performance of students at MTs Bi’rul Ulum, Gemurung, Gedangan, Sidoarjo. The research employed a quantitative survey method with a population of 115 students, all of whom were included as samples using a total sampling technique. The data were analyzed using multiple regression analysis. The findings of this study revealed that teacher competence has a significant positive effect on students' academic performance, the learning environment was found to have an insignificant effect, while academic stress showed a significant influence on students' academic performance at MTs Bi’rul Ulum, Gemurung, Sidoarjo. The contribution of this research enriches the discourse on education by examining the impact of teacher competence, learning environment, and academic stress on student performance in the context of Islamic junior high school setting, which has not been extensively discussed in the previous literature.

Review

This study effectively addresses a highly relevant and critical topic in educational research: the various factors influencing student learning outcomes. The authors clearly delineate their objective to examine the impact of teacher competence, the learning environment, and academic stress on student performance, specifically within the context of MTs Bi’rul Ulum. The application of a quantitative survey method with a total sampling technique for a population of 115 students is appropriate for the scale and scope of the study, and the use of multiple regression analysis is suitable for investigating these relationships. A significant strength of this research is its focus on an Islamic junior high school setting, which the authors identify as underrepresented in existing literature, thereby offering a valuable contextual contribution to the field. While the methodological approach appears sound, the abstract would benefit from briefly touching upon the validity and reliability of the data collection instruments, which are fundamental aspects of robust quantitative research. The finding that the learning environment had an insignificant effect on academic performance is particularly noteworthy and somewhat counterintuitive given much of the existing literature. A more detailed discussion in the full paper explaining the specific dimensions of the learning environment measured and potential reasons for this outcome would greatly enhance understanding. Furthermore, while the abstract notes the enrichment of educational discourse, explicit mention of the practical implications or actionable recommendations derived from these findings would strengthen its immediate utility for educators and policymakers. Overall, this research provides valuable insights into the complex interplay of factors affecting student learning outcomes, particularly highlighting the significant positive influence of teacher competence and the detrimental effect of academic stress. The study's unique contribution lies in its specific focus on an Islamic junior high school, adding a critical dimension to the global understanding of educational dynamics. The findings offer practical directions for improving educational practice, such as prioritizing teacher professional development and implementing strategies to mitigate student academic stress. This work sets a foundation for future research to delve deeper into the nuances of these factors and explore more integrated intervention strategies.

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