THE EFFECT OF DISCIPLINE LEARNING, FAMILY ENVIRONMENT,

AND LEARNING MOTIVATION ON LEARNING ACHIEVEMENTS

INTRODUCTION ADMINISTRATION

Tri Melda Yani, Osly Usman

trimeldayani20@gmail.com, oslyusman@gmail.com

Office Administration Education Program, Faculty of Economics, Jakarta State

University

ABSTRACT

This study aims to determine whether there are influences between Learning
Discipline, Family Environment, and Learning Motivation towards Learning
Achievement in Introduction to Administrative Subjects.

This research was conducted for two months from June to July 2019. The
population in this study were Office Administration Vocational School students,
amounting to 200 respondents. Data collection techniques using library techniques
and questionnaires. Data analysis techniques using SPSS software (Statistical
Product and Service Solutions) in this study are multiple regression analysis by
testing the classical assumptions first. This test was conducted to test whether the
data in this study were normally distributed and did not have symptoms of
multicollinearity, as well as symptoms of heterokedastistas. The method of
multiple linear regression analysis is assessed from the coefficient of
determination, t test, and test f. The results show that each variable has the same
effect. So it can be said, if Learning Achievement is high then it certainly has
Learning Discipline, Family Environment, Motivation for Learning which is good
in the learning process in school. And if Learning Discipline, Family
Environment, Good Learning Motivation will certainly result in high Learning
Achievement. The description above shows that there are joint and significant
influences between Learning Discipline, Family Environment, Learning
Motivation.

Keywords: Learning Achievement, Learning Discipline, Family Environment,

Learning Motivation.

Electronic copy available at: https://ssrn.com/abstract=3415178

PRELIMINARY
Education is a very important thing
in the world, because the world
needs educated people in order to
build a developed country. But
besides that various aspects that
influence education are also highly
prioritized because people in this age
not only look at how high the
education or degree that he has
achieved, but also on the aspects that
affect everyone.
School as one of the places of
education must always be able to
improve the achievement of each
student in mastering various
competencies in various ways that
support one of them, namely by
always improving management of
the factors that influence ongoing
learning activities.
Learning achievement is the
maximum measure that has been
achieved by students after doing
learning actions during the time
determined together. Learning that
does not get good support in
individuals or from outside the
individual will learn obstacles will
certainly affect the results of one's
achievements. Factors that can
influence learning include discipline,
family environment, and motivation
to carry out an activity.
Discipline must be carried out
consistently, regularly and clearly in
accordance with established rules
and regulations, so students will get
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used to regular life. With the
students' order, each student's actions
and behaviors will be controlled, so
that the discipline of students in the
school can be created.
The family environment is an elder
educational institution, the first and
foremost experienced by children. Its
position as a natural educational
institution makes the role of parents
have a role to be responsible for
maintaining, caring for, protecting
and educating children so they can
grow and develop well.
Motivation is an impulse that causes
an action or action to occur. The
learning process in students occurs
because of the motivation to do a
learning activity. Learning
motivation is important for students
in their efforts to achieve high
learning achievement. Students who
have high learning motivation, tend
to show enthusiasm and enthusiasm
in attending lessons, they usually
seem to pay more attention seriously
in learning and actively participate in
learning activities, both in class and
outside the classroom.
This study consists of independent
and bound variables. In this study,
the independent variable consisted of
Learning Discipline (X1), Family
Environment (X2), Learning
Motivation (X3) as the variable that
influenced and the dependent
variable was Learning Achievement
(Y) as an affected variable, this study
aimed to test empirical existence of a
positive effect of the free variable on
the dependent variable.
CONCEPTUAL DESCRIPTION
According to Sugiyono (2012: 52),
that the theoretical foundation needs
to be upheld so that research has a
solid foundation, and not just a trial
and error.
Learning Achievement
According to Sutratinah Tirtonegoro
(2006: 43) "Learning Achievement is
the assessment of the results of
business activities expressed in the
form of symbols, numbers, letters, or
sentences that can reflect the results
that have been achieved by each
child in a certain period". According
to Zainal Arifin (2013: 12) "Learning
Achievement is an indicator of the
quality and quantity of knowledge
mastered by students".
According to Sumadi Suryabrata
(2006: 28) suggests that learning
achievement is the ability of students
in the form of mastery of knowledge,
attitudes, and skills achieved in
learning after he has carried out
learning activities. This learning
achievement can be seen from
students' mastery of the
competencies they learned during a
certain period after working on and
mastering the learning material
presented to them.
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Learning Discipline
The word discipline comes from
Latin disibel which means followers.
Along with the development of the
times, the word has undergone a
change to discipline which means
compliance or that concerns
discipline. In the learning process it
is necessary to be disciplined,
Slameto (2003: 2) reveals that
"learning is a process of change that
is focused on the efforts of a person
to obtain a new behavior change as a
whole, as a result of his own
experience in interaction with his
environment".
Then according to Moenir (2010: 94-
96) "Discipline is a form of
obedience to the rules, both written
and unwritten that have been set.
There are two types of discipline that
are very dominant with what the
individual wants. First discipline in
terms of time and work or action
discipline ".
Discipline is very important in
teaching and learning activities in
schools. This attitude can create a
comfortable and conducive learning
environment for learning. Discipline
is one of the factors that can affect
learning achievement.
Family environment
According to Ikhsan (2003: 16) the
environment can be interpreted as
everything outside the child.
Enlightenment can be in the form of
real things such as plants, people,
conditions of trust and other efforts
made by humans, including
education. Dalyono (2005: 129) "the
environment is all material and
stumulus inside and outside of the
individual both physiological and
sociocultural".
Families are often referred to as the
first environment because in the
environment they get education,
guidance, direction, habituation and
practice. Everything that is obtained
in his family's life will be seen in his
daily life. According to Ikhsan
(2003: 57) "the family is the first and
foremost educational institution in
society, because in the family then
children are born and develop into
adults".
Learning Motivation
Motivation comes from the word
"movere" which means
encouragement or movement.
Motivation is very necessary in the
implementation of human activities
because motivation is something that
can cause, channel and support
human behavior so that they want to
work diligently and enthusiastically
to achieve optimal results "(Malay
S.P Hasibuan, 2005: 141)
Agus Suprijono (2016: 182) argues
that "Motivation to learn is a process
that gives enthusiasm for learning,
direction, and persistence of
behavior. That is, activated behavior
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is behavior that is full of directed and
long-lasting energy. "
Motivation has a very important
function in student learning, because
motivation will determine the
intensity of the learning effort carried
out by students, this means that
students who have high learning
motivation will be diligent in
learning and continuing to learn
continuously without knowing
despair and can put things aside
which can interfere with learning
activities.
HYPOTHESIS
Learning Discipline
Family Environment Learning Achievement
Learning Motivation
Picture 1.
H1: Learning Discipline (X1) has a
significant effect on Learning
Achievement (Y)
H2: Family Environment (X2) has a
significant effect on Learning
Achievement (Y)
H3: Learning Motivation (X3) has a
significant effect on Learning
Achievement (Y)
H4: There is a joint influence
between Learning Discipline, Family
Environment, Learning Motivation
towards Learning Achievement.
RESEARCH METHODOLOGY
This study uses a quantitative
approach. The technique of
collecting data through
questionnaires. In this research, the
place of research is Office
Administration Vocational School in
Jakarta and this research was
conducted for two months, June to
July 2019. In this study, we will
discuss how much influence the
independent variable of Learning
Discipline (X1), Family Environment
(X2), Learning Motivation (X3) on
variables related to Learning
Achievement (Y)
POPULATION
The population in the study was 200
Office Administration Vocational
Schools in Jakarta.
SAMPLE
The sample is the part of the
population unit that is expected to
represent the study population
(Kuncoro, 2003 in Shaefudin, 2011)
DATA SOURCE
a. Primary data: Distribution of
questionnaires
DATA COLLECTION
TECHNIQUE
Data collection techniques in this
study are expected to provide more
accurate and specific data, the
technique used in this study is to use
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field techniques, namely observation,
interviews, questionnaires
TECHNICAL DATA ANALYSIS
The data analysis technique used in
this study is multiple regression
analysis by testing the classical
assumptions first. This test was
conducted to test whether the data in
this study were normally distributed
and did not have symptoms of
multicollinearity, as well as
symptoms of heterokedastistas. The
method of multiple linear regression
analysis is assessed from the
coefficient of determination, t test,
and test f.
NORMALITY TEST
In the regression equation there
should be no multicollinearity,
meaning that there should be no
correlation or perfect or near perfect
relationship between the independent
variables that make up the equation.
Symptoms of multicollinearity can
be tested with Variance Inflation
Factor (VIF), in the table
coefficients. According to Wibowo
(2012 :: 87) that if the VIF value is
less than 10 then the value, then the
regression model is not affected by
the symptoms of multicollinearity,
meaning that there is no relationship
between the independent variables.
TEST MULTICOLINEARITY
Sugiyono and Susanto (2015: 332)
This test aims to determine
multicollinearity between
independent variables> 0.80 means
that there is an independent variable
multicollinearity. Conversely, if the
independent coefficient of the
variable is <0.80, there is no
multicollinearity between the
independent variables.
T Significance Test (Partial)
Prianto (2011: 252) suggests that the
T test is used to determine the effect
of independent variables partially on
the dependent variable by comparing
T count and T table.

TEST OF
HETEROCEDASTICITY

Sugiyono and Susanto (2015: 336)

Heterokesdasticity test aims to find
out that the confounding variables in
the regression equation have the
same or no variance. If you have the
same variance, it means there is no
heterokesdasticity. Whereas if there
is a variance that is not the same,
there is heterokesdacity.

MULTIPLE REGRESSION
ANALYSIS

Wibowo (2012: 126) said that the

multiple linear regression model
automatically states a linear
relationship between two or more
independent variables with the
dependent variable.

Hypothesis testing

F Significance Test (Simultaneous)

The simultaneous license F can be

known by using the results of SPSS
processed data, in the ANOVA table
by looking at the comparison
between F count with F table and sig
value.

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 RESEARCH RESULTS AND DISCUSSION

RESULTS OF CLASSIC ASSUMPTIONS

Normality test

Picture 2.

One-Sample Kolmogorov-Smirnov Test

Unstandardized
Residual

N 206
a,b
Normal Parameters Mean .0000000
Std. Deviation 2.34420312
Most Extreme Differences Absolute .082
Positive .082
Negative -.066
Test Statistic .082
c
Asymp. Sig. (2-tailed) .200

a. Test distribution is Normal.

b. Calculated from data.
c. Lilliefors Significance Correction.
Picture 3.

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 Based on the image table above the normality test it is known that a significant
value is greater than 0.05, so it can be concluded that what we are testing is
normally distributed.

Multicollinearity Test
a
Coefficients

Standardized
Unstandardized Coefficients Coefficients Collinearity Statistics

Model B Std. Error Beta t Sig. Tolerance VIF

1 (Constant) 2.347 .493 4.757 .000

Disiplin
.050 .064 .050 .789 .431 .211 4.732
Belajar

Lingkungan
1.055 .112 .706 9.394 .230 .152 6.562
Keluarga

Motivasi
.203 .091 .171 2.227 .087 .146 6.868
Belajar

a. Dependent Variable: Learning Achievement

Picture 4.

The table above shows the VIF value of Learning Discipline is 4,732; Family
Environment VIF value is 6.562; the VIF value of Learning Motivation is 6.868.
Each VIF value is less than 10 so there are no symptoms of multicollinearity.

Heterokesdasticity test
a
Coefficients

Standardized
Unstandardized Coefficients Coefficients Collinearity Statistics

Model B Std. Error Beta t Sig. Tolerance VIF

1 (Constant) 2.347 .493 4.757 .000

Disiplin
.050 .064 .050 .789 .431 .211 4.732
Belajar

Lingkungan
1.055 .112 .706 9.394 .230 .152 6.562
Keluarga

Motivasi
.203 .091 .171 2.227 .087 .146 6.868
Belajar
a. Dependent Variable: Learning Achievement

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 Picture 5.

The table can be seen above the significant value of Learning Discipline is 0.431,
the significant value of the Family Environment is 0.230, the significant value of
Learning Motivation is 0, 087. Based on each value indicates that the sig value of
more than 0.05 means that there are no symptoms of heterokesdasticity.

Test F (Simultaneous)
a
ANOVA

Model Sum of Squares Df Mean Square F Sig.

b
1 Regression 5355.024 3 1785.008 320.072 .000

Residual 1126.534 202 5.577

Total 6481.558 205

a. Dependent Variable: Learning Acievement

b. Predictors: (Constant), Learning Discipline, Family Environment, Learning Motivation.
Picture 6.

From the table, the F count value is 320,072 with the probability value (sig) 0,000.
F value calculated (320,072)> F table (2,42), and the sig value is smaller than the
probability value or value 0,000 <0,05; then Ho is accepted, meaning together
(simultaneously) Learning Discipline, Family Environment, Learning Motivation
has a significant effect on Learning Achievement.

T Test (Partial)

Unstandardized Coefficients Standardized Coefficients

Model B Std. Error Beta T Sig.

1 (Constant) 2.347 .493 4.757 .000

Disiplin Belajar .050 .064 .050 .789 .431

Lingkungan
1.055 .112 .706 9.394 .230
Keluarga

Motivasi Belajar .203 .091 .171 2.227 .087

Picture 7.

The table shows that the regression coefficient of the Learning Discipline has a
significance value of 0.431 greater than 0.05. Learning discipline partially has a
positive and insignificant effect. The Family Environment has a significance value

Electronic copy available at: https://ssrn.com/abstract=3415178

of 0, 230 greater than 0.05. The family environment partially has a positive and
insignificant effect. Learning Motivation has a significance value of 0.087 greater
than 0.05. Learning Motivation partially has a positive and not significant effect.

Correlation coefficient
b
Model Summary

Adjusted R Std. Error of the

Model R R Square Square Estimate
a
1 .909 .826 .824 2.362
a. Predictors: (Constant), Learning Discipline, Family Environment, Learning Motivation.
b. Dependent Variable: Learning Achievement
Picture 8.

The table shows the R value of 0.909 or 90.9%. This shows that there is a high
relationship between Learning Discipline variables (X1), Family Environment
(X2), Learning Motivation (X3) on Learning Achievement (Y), because the value
of R approaches 1.

Coefficient of Determination

b
Model Summary

Adjusted R Std. Error of the

Model R R Square Square Estimate
a
1 .909 .826 .824 2.362
a. Predictors: (Constant), Learning Discipline, Family Environment, Learning Motivation.
b. Dependent Variable: Learning Achievement
Picture 9.

The table shows the value of R2 0.826 = 82.6%. This shows that the dependent
variable Learning Achievement (Y) is easy and can be explained that Learning
Discipline (X1), Family Environment (X2), Learning Motivation (X3).

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DISCUSSION
Effect of Learning Discipline on
Learning Achievement
Learning Discipline shows that the
regression coefficient of Learning
Discipline has a significance value of
0.431 greater than 0.05. Learning
discipline is partially influential and
insignificant. This means that
Hypothesis 1 (H1) states that
"Learning Discipline is thought to
have an effect on Learning
Achievement (Y)" not proven or
rejected.
Effect of Family Environment on
Learning Achievement
Family environment has a
significance value of 0.230 greater
than 0.05. The family environment
partially has a positive and
significant effect. This means that
Hypothesis 2 (H2) which states that
"Family Environment is thought to
affect the Learning Achievement
(Y)" is not proven or rejected.
Effect of Learning Motivation on
Learning Achievement
Learning Motivation has
significance value of 0.087 greater
than 0.05. Communication is
partially influential and insignificant.
This means Hypothesis 3 (H3) which
states that "Learning Motivation is
thought to have an effect on Learning
Achievement (Y)" not proven or
rejected.
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Effect of Learning Discipline,
Family Environment, Learning
Motivation on Learning
Achievement
Learning Discipline (X1), Family
Environment (X2), and Learning
Motivation (X3) together
(simultaneously) have a positive
effect on Learning Achievement (Y).
This means that the H4 hypothesis
which states that Learning Discipline
(X1), Family Environment (X2), and
Learning Motivation (X3 towards
Learning Achievement (Y) is proven
or acceptable.
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