PENGARUH FASILITAS BELAJAR DAN PERAN GURU TERHADAP HASIL BELAJAR ONLINE SISWA (Survei Pada Mata Pelajaran Ekonomi Semester Ganjil Tahun Ajaran 2021/2022 Kelas X BDP SMK Pasundan 4 Bandung)

Judul penelitian ini “Pengaruh Fasilita Belajar dan Peran Guru terhadap Hasil Belajar Online Siswa (Survey pada mata pelajaran ekonomi semester ganjil di kelas X BDP SMK Pasundan 4 Bandung)”. Penelitian ini bertujuan untuk mengetahui pengaruh fasilitas belajar dan peran guru terhadap hasil belajar online pada mata pelajaran ekonomi semester ganjil di kelas X BDP SMK Pasundan 4 Bandung. Metode yang digunakan dalam penelitian ini adalah survey. Subjek dalam penelitian ini menggunakan sampel yang berjumlah 56 siswa. Analisis data yang digunakan adalah analisis deskriptif, uji asumsi klasik dan uji hipotesis melalui perhitungan regresi linier berganda dan koefisien determinasi dengan bantuan SPSS 25.0 for Windows. Dari hasil penelitian dengan menggunakan analisis deskriptif diperoleh rekapitulasi skor rata-rata tanggapan responden mengenai fasilitas belajar berada pada kategori “ragu-ragu” ditunjukkan dengan rata-rata bobot sebesar 3,11 dengan persentase sebesar 62,40%. Hal ini mengindikasikan bahwa sebagian besar peserta didik ragu-ragu dengan faasilitas belajar menurut rata-rata responden. Responden mengenai peran guru berada pada kategori “sangat setuju” ditunjukkan dengan rata-rata bobot sebesar 4,11 dengan persentase sebesar 82,86%. Data tersebut mengindikasikan bahwa sebagian besar peserta didik sangat setuju dengan peran guru menurut rata-rata responden, sedangkan mengenai hasil belajar online siswa berada pada kategori “Sangat Setuju” ditunjukkan dengan rata-rata bobot sebesar 4,50 dengan persentase sebesar 89,20%. Hal ini mengindikasikan bahwa sebagian besar peserta didik sangat setuju bahwa hasil belajar online siswa meningkat menurut rata-rata responden. Berdasarkan uji asumsi klasik melalui uji normalitas yang telah dilakukan diperoleh nilai signifikan 0,200>0,05, maka dapat disimpulkan bahwa nilai residual berdistribusi normal. Dalam uji hipotesis Coefficients regresi linier berganda (Y= 1.638 – 0.513X1 + 0,577X2 + 0,347) yang artinya, apabila fasilitas belajar (variabel X1) dan peran guru (Variabel X2) meningkat, maka akan menyebabkan kecenderungan peningkatan hasil belajar online siswa (variabel Y) sebesar 1,09. Sumbangan pengaruh yang diberikan oleh variabel fasilitas belajar terhadap hasil belajar online siswa sebesar 34,5% dan variabel peran guru terhadap hasil belajar online siswa sebesar 35,8%, presentase tersebut dihitung berdasarkan hasil perhitungan koefisien determinasi adalah sebesar 70,3%, sedangkan sisanya sebesar 29,7% dipengaruhi oleh faktor di luar yang tidak diteliti oleh peneliti, serta kesimpulan dapat diterima. Sebagai akhir penelitian, penulis menyampaikan saran bagi sekolah untuk fasiltas belajar dan guru untuk menggunakan fasilitas belajar yang memadai dalam berlangsungnya proses belajar mengajar, khusus pada fasilitas belajar dan peran guru pada umunya sehingga dapat meningkatkan hasil belajar online siswa, Kata Kunci: Fasilitas Belajar, Peran guru, Hasil Belajar Onlin

PENGARUH FASILITAS BELAJAR DAN PERAN GURU TERHADAP HASIL BELAJAR ONLINE SISWA: Survei Pada Mata Pelajaran Ekonomi Semester Ganjil Tahun Ajaran 2021/2022 Kelas X BDP SMK Pasundan 4 Bandung

This study aims to determine the effect of learning facilities and the role of teachers on online learning outcomes in odd semester economic subjects in class X BDP SMK Pasundan 4 Bandung. The method used in this research is a survey. The subjects in this study used a sample of 56 students. Analysis of the data used is descriptive analysis, classical assumption test and hypothesis testing through multiple linear regression calculation and coefficient of determination with the help of SPSS 25.0 for Windows. From the results of research using descriptive analysis, it is obtained that the average score recapitulation of respondents regarding learning facilities is in the "undecided" category, indicated by an average weight of 3.11 with a percentage of 62.40%. This indicates that most of the students are hesitant about learning facilities according to the average respondent. Meanwhile, regarding online learning outcomes, students are in the "Strongly Agree" category, indicated by an average weight of 4.50 with a percentage of 89.20%. This indicates that most students strongly agree that students' online learning outcomes increase according to the average respondent. Based on the classical assumption test through the normality test that has been carried out, it is obtained a significant value of 0.200> 0.05, it can be concluded that the residual value is normally distributed. In the hypothesis test, multiple linear regression coefficients (Y= 1.638 – 0.513X1 + 0.577X2 + 0.347) which means that if learning facilities (variable X1) and the role of teachers (variable X2) increase, it will cause a tendency to increase student online learning outcomes (variable X2). Y) of 1.09. The contribution of the influence given by the learning facilities variable to students' online learning outcomes is 34.5% and the teacher's role variable to students' online learning outcomes is 35.8%, the percentage is calculated based on the results of the calculation of the coefficient of determination is 70.3%, while the rest amounted to 29.7% influenced by external factors that were not examined by the researcher, and the conclusion was acceptable. As the end of the research, the author conveys suggestions for schools for learning facilities and teachers to use adequate learning facilities in the ongoing teaching and learning process, specifically on learning facilities and the role of teachers in general so as to improve student online learning outcomes

PENGARUH FASILITAS BELAJAR DAN PERAN GURU TERHADAP HASIL BELAJAR ONLINE SISWA

This study aims to determine the effect of learning facilities and the role of teachers on online learning outcomes in odd semester economic subjects in class X BDP SMK Pasundan 4 Bandung. The method used in this research is a survey. The subjects in this study used a sample of 56 students. Analysis of the data used is descriptive analysis, classical assumption test and hypothesis testing through multiple linear regression calculation and coefficient of determination with the help of SPSS 25.0 for Windows. From the results of research using descriptive analysis, it is obtained that the average score recapitulation of respondents regarding learning facilities is in the "undecided" category, indicated by an average weight of 3.11 with a percentage of 62.40%. This indicates that most of the students are hesitant about learning facilities according to the average respondent. Meanwhile, regarding online learning outcomes, students are in the "Strongly Agree" category, indicated by an average weight of 4.50 with a percentage of 89.20%. This indicates that most students strongly agree that students' online learning outcomes increase according to the average respondent. Based on the classical assumption test through the normality test that has been carried out, it is obtained a significant value of 0.200> 0.05, it can be concluded that the residual value is normally distributed. In the hypothesis test, multiple linear regression coefficients (Y= 1.638 – 0.513X1 + 0.577X2 + 0.347) which means that if learning facilities (variable X1) and the role of teachers (variable X2) increase, it will cause a tendency to increase student online learning outcomes (variable X2). Y) of 1.09. The contribution of the influence given by the learning facilities variable to students' online learning outcomes is 34.5% and the teacher's role variable to students' online learning outcomes is 35.8%, the percentage is calculated based on the results of the calculation of the coefficient of determination is 70.3%, while the rest amounted to 29.7% influenced by external factors that were not examined by the researcher, and the conclusion was acceptable. As the end of the research, the author conveys suggestions for schools for learning facilities and teachers to use adequate learning facilities in the ongoing teaching and learning process, specifically on learning facilities and the role of teachers in general so as to improve student online learning outcomes