Professional Documents
Culture Documents
Dinamika Pendidikan
http://journal.unnes.ac.id/nju/index.php/dp
DOI: 10.15294/dp.v12i2.13566
How to Cite
Nafiati, Dewi Amaliah. (2017). Motivation, Creativity, and Self-Confidence as
Forming Factors of Economic Learning Autonomy. Dinamika Pendidikan, 12(2),
182-195.
Correspondence Author: p-ISSN 1907-3720
Jl. Halmahera KM. 01, Mintaragen, Tegal Tim., Kota Tegal, Jawa Tengah 52121 e-ISSN 2502-5074
Dewi Amaliah Nafiati / Dinamika Pendidikan 12 (2) (2017) 182-195
183
Dewi Amaliah Nafiati / Dinamika Pendidikan 12 (2) (2017) 182-195
repetitive tasks. (6) When ensured of somet- (2015: 54) are: (1) The existence of need for
hing, the student can defend his/her opinion. success, unwillingness to take risks, or pur-
(7) It is not easy to relent a believed belief. (8) suing something unknown. (2) Conformity to
Likes to find and solve problems. his/her group’s friends and social pressures.
Creativity is defined differently by ex- (3) Less courage in exploring, using imaginati-
perts from their respective perspectives. This on, and investigation. (4) Gender stereotypes.
difference in viewpoint results in several de- (5) Differentiation between work and play. (6)
finitions of creativity with varying emphasis. Authoritarianism. (7) Disrespect to fantasy
Comprehensive understanding of creativity and delusion.
can be derived from Munandar’s opinion in Confidence is a word that for a person
Ali and Asrori (2015: 41) that creativity is a is a self-generated belief. Unconfident peop-
skill that reflects smoothness, flexibility and le will feel constantly falling, afraid to try,
originality in thinking and the ability to ela- feel themselves wrong, and have the feelings
borate an idea. Further, Munandar in Ali and of worry. Angelis (2003: 10), self-confidence
Asrori (2015: 42) emphasizes that creativity as starts from self-determination, to do everyt-
the whole personality is the result of interac- hing we want and need in life. In growing a
tion with the environment. The environment proportioal sense of confidence, an individual
that is where the individuals interact and seek must start from within oneself. Given that
various solving alternatives so that there can self-confidence is essential to help oneself to
be achieved a strong self adjustment. Creativi- achieve learning outcome or achievement in
ty is a non-cognitive personality characteristic any case (Fatimah, 2010: 153) Factors influen-
that are commonly found in creative people. ce someone’s self-confidence are; first, family
Creativity refers to the abilities charac- environment. The family is the first and main
terize creative persons and reflects smooth- living environment in every human life, the en-
ness, flexibility and originality in thinking as vironment greatly affects the initial formation
well as the ability to elaborate an idea. Cre- of self-confidence in a person. Self-confidence
ativity can manifest in an atmosphere of to- is a person’s belief in all aspects of the advan-
getherness and occurs when the relationships tages that exist in oneself and manifested in
between individuals are characterized by mea- the daily behavior.
ningful relationships. So, what is meant by Second, formal education. Schools can
creativity is the special characteristics posses- be regarded as the second environment for
sed by individual that indicates the ability to children, where schools are the most impor-
create something entirely new or a combina- tant environment for children after family
tion of works that have existed before, into a environment at home. Schools provide space
new work done through interaction with the for children to express their self-confidence
environment to deal with problems, and find towards their peers. Third, non-formal educa-
for alternative solutions through creative ways tion. One of the main assets to be a person
of thinking. The student’s creativity indicators with a confident personality is to have certain
according to Clarck (Ali and Asrori 2015: 53) significant advantages for oneself and others.
are as follows: (1) High self-reliance. (2) Have Confidence will become more stable if some-
a sense of humor. (3) Better self-adjust abili- one has an advantage that makes others feel
ty. (4) Like adventure. (5) Have good memory amazed. The ability or skill in the a specific
and attention. (6) Have broad insight. (7) Able field can be obtained through non-formal edu-
to think periodically. (8) Require a supportive cation such as: taking foreign language cour-
situation (9) Have a high curiosity. (10) Have a ses, journalism, playing musical instruments,
high aesthetic value. vocal arts, work skills (work training center/
Factors that hamper the learners’ cre- Balai Latihan Kerja(BLK)), religious educati-
ativity according to Clark in Ali and Asrori on and so on. To support the emergence of
184
Dewi Amaliah Nafiati / Dinamika Pendidikan 12 (2) (2017) 182-195
themselves. Besides, the author found most students who follow independent learning is
students do not want to ask about the material significantly better than students who follow
that has not yet mastered and also not trying conventional learning.
to find materials from other sources. Students Pratiwi and Laksmiwati (2016) argued
are so dependent on what is delivered by the that self-confidence have a unidirectional re-
teacher, lazy to take notes, and are not brin- lationship, means that if students have high
ging textbooks. Such problems are the prob- self-confidence then it can increase the lear-
lems in the world of education that hampers ning autonomy, otherwise if students have low
the achievement of educational goals. self-esteem, it can reduce learning autonomy.
One of the researches related to the Other research was delivered by Rohaeti, Eli;
learning autonomy is by Wicaksono (2013) Jaslin Ikhsan, Suwardi, (2013) who found af-
which stated that humans need strength and ter studying lectures with reciprocal learning
encouragement from within himself/herself and cooperative learning, there are 92.31%
for the actions or activities can be done. Social of Chemistry Education Study Program stu-
relationships are needed and affect the acade- dents in even semester of the academic year
mic performance of students in the form of 2009/2010 which have completed their study
relationships with parents, teachers, and peers. individually in Physics Chemistry II course.
Wicaksono (2013) found that the factors of On the basis of stdent’s learning mastery indi-
learning motivation and social relationships vidually which is more than 75%, then, classi-
are factors that influence the vocational com- cally those students have completed their lear-
petency learning autonomy of vocational stu- ning. The learning autonomy of the students
dents of class XI Computer Engineering and of Chemistry Education Study Program in the
Networking Skills Program of SMK Negeri 1 even semester of academic year 2009/2010 af-
Rembang. While according to Shaleh (2013), ter attending lectures with reciprocal learning
found that (1) there is a direct and positive re- and cooperative learning approach is included
lationship between students’ creativity with in good category. The implementations of
students’ learning autonomy, which means mutual learning and cooperative learning ap-
that the improvement of creativity can impro- proach goes well. Students show positive res-
ve students’ learning autonomy, (2) there are ponses to learning activities. Students looked
direct and positive relationships between stu- enthusiastic and actively involved in learning.
dents’ intelligence with student learning auto- Students’ presentation ability is categorized
nomy. This indicates that each improvement enough and increased from cycle I to cycle II.
of students’ intelligence can improve students’ Similar research conducted by Wibowo
self-reliance, (3) there is a direct and positive (2011) suggested that students who study with
relationship between student’s creativity and autonomous learning model have high lear-
intelligence simultanously on students’ lear- ning autonomy and followed by improvement
ning autonomy. Furthermore, according to of Physics learning achievement when com-
Handayani, Ni Nyoman Lisna et al (2013) pared with students who follow Conventional
found that simultaneously showed the lear- learning. Implementation of learning in the
ning autonomy and learning achievement self-learning model provides more benefits to
among students who follow the independent students’ cognitive, affective, and psychomo-
learning model are significantly better than tor abilities in enhancing their sense of res-
students who follow conventional learning ponsibility, enhancing skills, problem solving
while partially indicating that (1) learning and creative thinking.
autonomy among students which follow in- Seeing some of the opinion above, turns
dependent learning is significantly better than out it is the factor of motivation and confiden-
students who follow conventional learning, ce has not been tested how much its influence
(2) The science learning achievement among on autonomy of learning through educatio-
186
Dewi Amaliah Nafiati / Dinamika Pendidikan 12 (2) (2017) 182-195
nal research. In fact, motivation is a students’ the varied and growing needs of life through
manifestation in the learning process and self- existing resources through choices of produc-
confidence train the student’s ability to inter- tion, consumption and/or distribution. Hary-
act with the environment, motivate himself, in ati (2013) suggests that based on experience
studying at home and in school so as to sup- and observations in teaching so far, students
port students in achieving their goals and ide- are less fond of economics lessons especially
as. Based on the research conducted by Utami since most students said that economics is a
(2013), stated that only good learning motiva- less favored lesson. According to them econo-
tion will show good results. In other words, mic lesson consists of memorizing memorized
with a diligent effort and especially based on material and always changing in accordance
the motivation, then someone who learns it with the development of era.
will be able to reach a good achievement. The Based on the circumstances above, it
intensity of a student’s motivation will greatly indicated that the economic subject learning
determine the learning achievement level. autonomy of students of SMA Negeri 4 Tegal
Learning autonomy is the readiness and City is still relatively low. This is due to the low
behavior of individuals to not depend on ot- motivation, creativity, and self-confidence of
hers in terms of determining learning objecti- students in learning. Therefore, this research is
ves, learning methods and learning evaluation conducted to prove the influence of students’
and responsible for the learning process. Au- motivation, creativity, and self-confidence in
tonomy can also be reflected in a responsible learning to the economic subject learning au-
and confident attitude to what it does. Indi- tonomy of students of SMA Negeri 4 Tegal.
viduals who have high learning independence This research aims to determine the influence
tend to learn more actively, able to monitor, of both partial and simultaneous motivation,
evaluate, and organize learning more effec- creativity, and confidence of students in stu-
tively that saves time in completing the task, dying to economic subject learning autonomy
organize learning time efficiently and get the of the students of SMA Negeri 4 Tegal City.
highest score. So learning independence is an
important thing that needs to be improved to METHODS
support students’ learning success.
Student autonomy in learning becomes The population in this study is the who-
one important factor that must be considered le class X IPS of SMA Negeri 4 Tegal City
to achieve good learning outcomes. Learning which consists of 126 students. This research
autonomy is the potential possessed by stu- assumed that the population is homogeneo-
dents to conduct learning activities in a res- us, so that sampling can be taken randomly
ponsible manner which is motivated by self (random sampling). As for the sample size is
in order to achieve optimal learning results. In 25% of the total population and is obtained
this case also the role of parents and teachers 32 students. In this study, the variables used as
is essential in fostering students’ learning au- a point of attention is the learning autonomy
tonomy. Teachers must create an atmosphere as dependent variable and four independent
of learning that gives students the freedom to variables which are learning motivation, lear-
express opinions, think critically and indepen- ning creativity, and self-confidence.
dently, and the teacher does not force absolu- The data collection in this research was
tely. Let the students learn on the basis of self- taken through several methods, whicha are:
desire rather than coercion from others. observation, questionnaire, and documentati-
Economic subject is one of the lessons on. In this study, the variables observed were
developed around the world both theoretical- learning motivation, learning creativity, self-
ly and practically. Economics is a science that confidence and learning autonomy variables.
studies human behavior and actions to meet The questionnaire consisted of several sta-
187
Dewi Amaliah Nafiati / Dinamika Pendidikan 12 (2) (2017) 182-195
tements that can provide information about the variables studied through the sample data.
students’ learning motivation, learning crea- Regression analysis is used as a model to pre-
tivity, self-confidence and economic learning dict the relationship between one dependent
autonomy of the students of class X IPS SMA variable with several independent variables.
Negeri 4 Kota Tegal in the academic year The next is by using the F test to determine
2016/2017. the overall effect of all independent variables
simultaneously on dependent variable.
Table 2.Questionnaire Aspects
RESULTS AND DISCUSSION
Variable Indicator
The classification description of fre-
Learning Perseverance in learning, having a
quency distribution and average level of
Motivation high learning spirit, independent
respondent’s agreement to questionnaire of
in learning, having a high curios- learning motivation variable (X1) is shown
ity, having a high concentration in table 3. Based on the calculation and the
(Sardiman AM, 2014) data in table 3 above, it shows that most of the
Learning Having a high level of indepen- students’ learning motivation is good, this can
Creativity dence, being able to adapt, have be shown in the percentage column which is
a good memory and attention, 53.125% in good category and the average sco-
have a broad insight, have a high re for learning motivation (X1) is 25,96875. It
curiosity (Ali, Mohammad and can be concluded that the learning motivation
Asrori, Mohammad, 2015) of class X IPS students of SMA Negeri 4 Kota
Self-Confi- Objective self-evaluation, hon- Tegal has a variance from high to low category
and has a standard deviation of 3.7886.
dence est self appreciation, positive
The classification description of fre-
thinking, use of self-affirmation,
quency distribution and average level of
courage to take risks (Fatimah,
respondent’s agreement to this questionnaire
Enung.2010)
of learning creativity variable (X2) is shown in
Learning Think critically, creatively and table 4. Based on the data in table 4 above, it is
Autonomy innovatively, self-confident, re- shown that most of the students’ learning cre-
spectful of time, responsible, able ativity is in good condition. It can be shown in
to work independently (Thoha, the percentage column which is 62.5% and is
Chabib, 2006) in good category and the average score of lear-
Source: Processed Data (2017) ning creativity (X2) is 28.125. This result can
be concluded that the students’ creativity in
The documentation method in this rese- class X IPS SMAN 4 Kota Tegal has a varian-
arch is school profile and students names data ce from high to low category with a standard
of class X IPS of SMA Negeri 4 Tegal City. deviation that shows a number of 4.00060.
The quality of data resulted from the use of re- The classification description of fre-
search instruments can be evaluated through quency distribution and average level of
validity test with korelasi produk momen for- respondent’s agreement to the questionnaire
mula presented by Pearson (Arikunto, 2010: of self-confidence variable (X3) is shown in
317) and reliability test with the Alpha Cron- table 5 below. Based on the data table 5 above,
bach formula (Sugiyono, 2016: 365) .The data it shows that most of the students’ self-confi-
analysis techniques used in this study is by dence is in good category. This can be shown
statistical analysis techniques through descrip- in the percentage column which is 59.375%
tive analysis and regression analysis. Descrip- and is in good category and the average score
tive analysis is used to obtain a description of of confidence (X3) is 27.25. These results can
188
Dewi Amaliah Nafiati / Dinamika Pendidikan 12 (2) (2017) 182-195
be concluded that the students’ self-confiden- The quality of data obtained from the
ce of class X IPS SMA Negeri 4 Kota Tegal use of research instruments can be evaluated
has a variance from high to low category with through the reliability and validity test. From
a standard deviation that shows the number the results of reliability tests performed with
of 3.908. the SPSS 17.0 statistical program, a construct
The classification description of fre- or variable is said to be reliable if it gives
quency distribution and average level of Cronbach value greater than 0.00. While the
respondent’s approval to questionnaire of validity test is used to measure wether valid
learning independence variable (Y) can be or not valid measurement instrument variable
shown in table 6. Based on the data of table in the questionnaire. Validity test in this study
6 below, it shows that most of the students’ is by using factor analysis by using statistical
learning autonomy is good, it can be shown by assistance from SPSS. With the number of res-
the percentage of 46.875% in good category pondents as many as 15, the summary of test
and the average score is 30.84375 so that it can results obtained can be seen in the table below.
be concluded the students’ learning autonomy Based on the results of reliability test by
of class X IPS SMA Negeri 4 Kota Tegal has using alpha cronbach, found that the learning
a variance from high to low category with a motivation variable have alpha value of 0.600,
standard deviation of 5.1906. learning creativity variable 0.646, self-confi-
Table 5. Self-Confidence (X3) Data Frequency Description
dence variable 0.681 and learning autonomy can be seen in table 8. From the results of data
variable obtain alpha value of 0.724. A va- quality tests conducted, then all variables can
riable is said to be reliable if alpha > 0,0. Thus be used in research.
all the variables in this study are reliable. The result of multiple linear regression
analysis between influencing variables and in-
Table 7. Factor Analysis and Reliability Cal- fluenced variables, in this case is the learning
culation Results Summary motivation variable, learning creativity variab-
le, confidence variable toward the learning au-
Variable Alpha Cronbach Decision tonomy of the students of class X IPS SMA
Learning Moti- 0,600 Reliable Negeri 4 Kota Tegal is presented in table 9.
From table 9, the R value of 0.777
vation
shows a double correlation (learning motivati-
Learning Cre- 0.646 Reliable
on, learning creativity variable, self-confiden-
ativity
ce variable) with learning autonomy. Adjusted
Self-Confidence 0.681 Reliable
R Square value of 0,562 indicates the amount
Learning Au- 0.724 Reliable of the role or contribution of the learning mo-
tonomy tivation variable, learning creativity variable,
Source: Processed Secondary Data (2017) self-confidence variable able to explain the
learning autonomy variable by 56.2%.
The results of validity test by using The results of hypothesis test in the
SPSS assistance, found that all items on each research by using simultaneous significance
variable are declared as valid. For more details test presented in table 10 and t test which pre-
Model Summary
Change Statistics
Adjusted R Std. Error of the
Model R R Square R Square
Square Estimate F Change df1 df2 Sig. F Change
Change
1
.777a .604 .562 1.891 .604 14.242 3 28 .000
a. Predictors: (Constant), self_confidence, learning_creativity, learning_motivation
Source: Processed Data (2017)
Coefficientsa
Standardized
Model Unstandardized Coefficients
Coefficients t Sig.
B Std. Error Beta
1 (Constant) 4.728 10.030 .471 .041
learning_motivation
.031 .168 .022 .184 .004
learning_creativity
.841 .129 .778 6.533 .000
self_confidence .003 .157 .043 .021 .003
a. Dependent Variable: learning_autonomy
191
Dewi Amaliah Nafiati / Dinamika Pendidikan 12 (2) (2017) 182-195
The significance value of 0.004 is smaller than which stated that the factors of learning moti-
0.05. This shows that the learning motivation vation and social relationships are factors that
has significant effect on the learning autonomy influence the learning autonomy of vocatio-
of the students of class X IPS SMA Negeri 4 nal competency of grade XI students of Com-
Kota Tegal. The output of SPSS in Table 11 puter Engineering and Networking Program
shows that the learning creativity beta coef- of SMK Negeri 1 Rembang.
ficient is 0.778 with a significance of 0.000.
The significance value of 0.000 is smaller than Table 12. Research Hypothesis Testing Result
0.05. This shows that the learning creativity Summary
has a significant effect on the learning auto-
nomy of the students of class X IPS SMAN 4 Hypothesis Hypothesis Description Test Result
Kota Tegal.
H1 Learning motivation af- Accepted
The output of SPSS in table 11 shows
fects on learning auton-
that the self confidence beta coefficient of
omy of the students of
0.043 with significance of 0.003. The signi-
class X IPS SMA Negeri
ficance value of 0.003 is less than 0.05. This
4 Kota Tegal
shows that self-confidence has a significant ef-
H2 Learning creativity affects Accepted
fect on the learning autonomy of the students
on learning autonomy of
of class X IPS SMA Negeri 4 Kota Tegal.
the students of class X
Based on table 11 above, it il-
IPS SMA Negeri 4 Kota
lustrates the regression equation of Y = Tegal
4,728+0.031X1+0,841X2+0,003X3. The
H3 Self-confidence affects on Accepted
Constanta of 4,728 states that if there is no learning autonomy of the
independent variable then the learning auto- students of class X IPS
nomy of the students of class X IPS SMA Ne- SMA Negeri 4 Kota Tegal
geri 4 Kota Tegal are only amounted to 4.728 H5 Learning motivation, Accepted
only. While the amount of every increase by learning creativity and
1, then for learning motivation will increase self-confidence affects on
by 0,031; learning creativity by 0.841 and self- learning autonomy of the
confidence will increase by 0.003. In order to students of class X IPS
facilitate the analysis of the results of hypot- SMA Negeri 4 Kota Tegal
hesis testing being built, the following that are Source: Processed Data (2017)
contained in table 10 contains the conclusions
of the results of research hypothesis testing. The following analysis is the answer of
formulation of the problem formula- theSecond, based on table 12, the hypothesis
ted in the hypothesis whicha are as follows: that stated learning creativity influences the
first, based on table 12, the hypothesis which learning autonomy of the students of class
stated learning motivation influences the lear- X IPS SMA Negeri 4 Kota Tegal is accepted
ning autonomy of the students of class X IPS or true. If the students’ learning creativity is
SMA Negeri 4 Kota Tegal is accepted or true. high, it will increase the learning autonomy
If the students’ learning motivation is high, of the students of class X IPS SMA Negeri 4
it will increase the leraning autonomy of the Kota Tegal. Learning creativity is a skill that
students of class X IPS SMA Negeri 4 Tegal. reflects fluency, flexibility and originality in
The learning motivation is the behavior and thinking as well as the ability to elaborate an
factors that influence the learners to behave idea. This test is also consistent with the fin-
toward the learning process they experienced. dings of Shaleh, Muh (2013) who found that
The result of the hypothesis is consistent with there is a direct and positive relationship bet-
the research presented by Wicaksono (2013) ween students’ creativity and intelligence both
192
Dewi Amaliah Nafiati / Dinamika Pendidikan 12 (2) (2017) 182-195
partially and simultaneously towards the lear- lity, learning autonomy, and learning discip-
ning autonomy. line both simultaneously and partially to stu-
Third, based on table 12, the hypothesis dents’ learning creativity. It was proved that
that stated self-confidence affects the learning there are differences in average achievement
autonomy of the students of class X IPS SMA motivation, learning independence, learning
Negeri 4 Kota Tegal can be accepted or true. discipline, and learning creativity among the
If the students’ self-confidence is high then it students. However, this study can not prove
will increase the learning autonomy of the stu- the difference in the average assignment pro-
dents of class X IPS SMA Negeri 4 Kota Te- vision and critical thinking skills among stu-
gal. Self-confidence is a behavior that makes dents.
individuals have a positive and realistic view
of themselves and the situation around them. CONCLUSION
The results of this test is also in accordance
with the theory presented by Neill in Angelis The conclusions of this study are: (1)
(2005:10) that the extent to which individuals Learning motivation has a positive effect on
have self-confidence in his judgment on his the learning autonomy of the students of class
ability and how far the individual can feel the X IPS SMA Negeri 4 Kota Tegal. (2) Learning
deserveness to be succeed. creativity has a positive effect on the learning
Fourth, the ANOVA or F test results, autonomy of the students of class X IPS SMA
obtained F count of 14.242 with a probabili- Negeri 4 Kota Tegal. (3) Self-confidence has a
ty level of 0.000 (significance). Probability is positive effect on the learning autonomy of the
much smaller than 0.05, then the regression students of class X IPS SMA Negeri 4 Kota
model can be said that independent variable Tegal. (4) Simultaneous test shows significant
that is learning motivation, learning creativity results. Thus, learning motivation, learning
and self-confidence simultaneously influence creativity and self-confidence simultaneously
the learning autonomy of the students of class affect the learning autonomy of the students
X IPS SMA Negeri 4 Kota Tegal, thus hypot- of class X IPS SMA Negeri 4 Kota Tegal.
hesis 4 is acceptable and significant. Based on the findings of the research,
The result of this research is in accor- the researcher proposes that: (1) The teacher
dance with the results of research by Putri should be able to cultivate the students’ lear-
(2013) which suggests that there is an influen- ning motivation, learning creativity and self-
ce of learning creativity to learning motiva- confidence in order to form the independent
tion. Students are considered to have high character. (2) Students are expected not only
creativity whenever they are able to discover, to rely on the subject matter given by the te-
search new things and incorporate original acher, but must be more active and autonomo-
ideas and new ideas and in new combinations us in learning to add broad insight into eco-
and are unaffected by the thoughts and ways nomics. (3) For researchers who will examine
of others but can still respect the opinions of the same problem, it is advised to add other
others. To develop students’ creativity in lear- variables so that the similar research results
ning, teachers need to create teaching-learning will provide complete, deep and tested scienti-
situations that provide many opportunities for fic informations.
students to solve problems, experiment, deve-
lop ideas or concepts of students themselves, REFERENCES
so that students’ self-confidence will increase.
The results of this reserach were also develo- _______, Undang-Undang Republik Indonesia No. 20
ped by Lestari (2017) whose research results Tahun 2003 Tentang Sistem Pendidikan Nasi-
proved the influence of assignment provision, onal. Citra Umbara. Bandung. 2003.
achievement motivation, critical thinking abi- Ali, Mohammad dan Asrori, Mohammad. 2015.
193
Dewi Amaliah Nafiati / Dinamika Pendidikan 12 (2) (2017) 182-195
194
Dewi Amaliah Nafiati / Dinamika Pendidikan 12 (2) (2017) 182-195
Wibowo, Wisnu I Gusti Agung.2011. Keterampilan petensi Kejuruan Siswa, Edu Elektrika Jour-
Self-Directed Siswa dalam Pembelajaran Fisika nal, Vol 2/September/2013. ISSN 2252-
dan Kaitannya dengan Prestasi Belajar, Tesis 7095, UNNES, Semarang.
(tidak diterbitkan), Program Pascasarjana. Yamin, Mertinis. 2008. Desain Pembelajaran Berbasis
Undiksha. Tingkat Satuan Pendidikan. Jakarta: Gunung
Wicaksono, Chandra. 2013. Faktor-Faktor yang Persada Press
Mempengaruhi Kemandirian Belajar Kom-
195