Martha Yolandia Sinaga

The Influence of Teacher Competency and Student Learning Motivation On The Learning Achievement Of Economics Class X Students Of SMA Negeri 12 Medan In Academic Year 2014/2015

Introduction

The influence of teacher competency and student learning motivation on the learning achievement of economics class x students of sma negeri 12 medan in academic year 2014/2015. Discover how teacher competency and student motivation significantly influence Economics learning achievement for Class X students at SMA Negeri 12 Medan. Research shows a strong positive impact.

Abstract

To determine the effect of teacher competence and student learning motivation on students' economic achievement, multiple linear regression formulas and y regression equations are used. The data analysis technique used is the t test and f test at a significant alpha level of 5%. The results of the research and hypothesis testing concluded that, There is a positive and significant influence between teacher competence on students' economic learning achievement. There is a positive and significant influence between learning motivation on students' economic achievement. There is a positive and significant influence between teacher competence and learning motivation on students' economics learning achievement with a value of F_count> F_table. The coefficient of determination (R2) is obtained at 0.419 or 41.9%, the change in economic learning achievement is influenced by teacher competency and learning motivation. Based on the results of the analysis that has been done, it can be concluded that there is a positive and significant influence between teacher competence and learning motivation on students' economics learning achievement.

Review

This study investigates the positive and significant influence of teacher competency and student learning motivation on the economics learning achievement of Class X students at SMA Negeri 12 Medan during the 2014/2015 academic year. Using multiple linear regression, t-tests, and f-tests at a 5% significance level, the research concludes that both teacher competency and learning motivation individually, and in combination, significantly impact student achievement. The reported coefficient of determination (R2) of 0.419 suggests that these two variables explain approximately 41.9% of the variance in economic learning achievement. The findings underscore the critical roles educators and student engagement play in academic success, providing empirical support for commonly held beliefs in educational psychology. While the abstract clearly states the statistical methods employed (multiple linear regression, t-test, f-test) and the alpha level, crucial methodological details are conspicuously absent. There is no mention of the sample size, the specific sampling technique used, or, critically, how teacher competency, student motivation, and learning achievement were operationalized and measured. Without information on the instruments used (e.g., specific surveys, standardized tests, grading criteria), their validity, and reliability, it is challenging to fully assess the rigor and potential biases of the data collection. Furthermore, the study's focus on a single school in a specific year limits the generalizability of the findings, prompting questions about their applicability to broader educational contexts. Despite these methodological ambiguities in the abstract, the study's conclusions reinforce the importance of investing in both teacher development and strategies to enhance student motivation. The finding that these factors together explain a substantial portion of the variance in learning achievement offers valuable insight for educational stakeholders at the local level. Future research would benefit significantly from addressing the methodological gaps, particularly by detailing instrumentation and exploring potential mediating or moderating variables. Replicating this study with larger, more diverse samples and employing mixed-methods approaches could also provide a richer, more nuanced understanding of these complex relationships in educational outcomes.

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