SSRN Id3510046 PDF

INFLUENCE OF MOTIVATION LEARNING, LECTURER COMPETENCE,
FAMILY ENVIRONMENT AND COMMUNITY ENVIRONMENTAL ON

LEARNING ACHIEVEMENT OF STUDENT IN STATE UNIVERSITY OF
JAKARTA
Reni Handayani1
Student Of Economics Faculty, State University of Jakarta
Dr. Osly Usman, M.Bus.2
Lecturer of the Faculty of Economics, State University of Jakarta
Email: renihandayani0192@gmail.com
oslyusman@unj.ac.id
Office Administration Study Program S1, Faculty of Economics, State University

of Jakarta
ABSTRACT
This research is made to know and analyze the factors that Affect Learning
Achievement in the form of Motivation, Competence Lecturer, Environmental Family
and Community Environment. The technique used in the sampling in this study was
the Smart PLS, with a sample of 244 respondents. Data collection using questionaires
using Smart Partial Least Square with Smart PLS 3.0 software.
The results and implications of this study are terrorism that this study supports previous
research the which states that previous research has been Carried out by Bebi Ratnasari
(2016) with the title Influence Of Learning Motivation, Teacher Competency, And The
Family Environment Of Learning Achievements Accounting Trade Company Class XI
Accounting Vocational School YPKK 2 Sleman where the results of this study indicate
that customer satisfaction has a positive effect on improving Learning Achievement.
Based on the results of data analysis known that there posisif influence and significant
correlation between learning motivation towards Achievement of Student Learning
Path coefficent value 0,066. Lecturer competence significantly influence the
achievement of Student Learning Path coefficent value of 0.047. Family environment
significantly affect the value of Student Learning Achievement Path coefficent 0,981.
While no effect on the Community Environmental Achievement of Student Learning.
It is seen from the results obtained path is negative coefficient that is equal to -0.049.
Keyword:
Motivation Learning, Competency Lecturer, Environmental Family, Community
Environment and Learning Achievement
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PRELIMINARY least three aspects that distinguish one
student with other students, the
Education is an important intellectual aspects, psychological, and
element for the development of a nation biological. These three aspects are
which is reflected in the quality and recognized as root causes that gave
availability of superior human birth to the variety of attitudes and
resources and be able to competitive behavior of students. It was a pretty
with other nations. So it will be able to heavy task for lecturers in managing the
increase the dignity of the nation. class well. As a result of the failure of
Education is the process of preparing lecturers manage the classroom,
human resources through the process of teaching goal was difficult to achieve.
teaching and guidance, both formal and In learning activities a teacher must
non formal education to create human master his duties as a profession that
resources who can compete in the includes the task of educating, teaching
global world. Therefore, education has and training. Educating means to
an important role to the progress and continue and develop the values of life,
development of a nation. teaching means to continue and develop
According Mulyasa (2007) a lot of science and technology, while the train
graduates are smart, but do not have a is about developing skills in students.
responsibility to practice the Effective teaching and learning
knowledge and skills they have so often conditions must be created because
poses a problem for society, a burden sometimes there is a tendency of
on society and the nation, even lecturers in teaching and learning
undermined the integrity of the nation (PBM) only to transfer knowledge
and could destabilize the unity and without giving direction and guidance
integrity of the nation. So that produce to students.
graduates who are less able to compete Direction and guidance can be
on a global level. Therefore, the conducted by a lecturer to students may
government needs to do perbagai be a direction and guidance on the
efforts to improve the standard of principles of life, guidance on how to
competence of lecturers in higher achieve the ideals of life, direction and
perdosenan to improve performance guidance to students regarding how to
will be achieved by the students. learn effectively and correctly, career
Hope that never disappear and counseling students after graduation,
lecturers always wanted is how the landing social life so well that the
lecture material submitted can be students are expected to be good at
mastered by students thoroughly. This putting himself in society, further
is a problem that is quite difficult to be direction and guidance in dealing with
perceived by the lecturer. That situations such as the preparation of any
difficulty is because students not only work or what skills students should
as an individual with all its uniqueness, possess in order to easily get a job after
but they are also social beings with graduation. So educate not only make
different backgrounds. There are at them / students know the science,
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technology and the ability to develop it, students in behavior. So the family will
but educate to make students be polite, be able to act and provide positive
obedient, loyal, respectful, humble, examples that can be used as a model in
honest, loyal, the formation of student character.
Community environment are the In addition to external factors, there
external factors which allegedly also are also internal factors that comes
can affect the learning achievement. from within the student also can affect
Society is a place where a person the achievement of students one of
interacts actively in everyday life. The them is the motivation to learn.
public will be able to function better if Motivation is an impulse that comes
each individual can learn a variety of from within and from outside the
things, both the patterns of behavior individual to do an activity to achieve
and role. results in line with what is expected.
According to Santoso (1982) Motivation to learn is owned by the
suggested that the community students will also determine the
education or non-formal education performance will be achieved by the
aims to help with educational neglect, students. According Nashar (2004)
both those who have never attended Motivation to learn who owned the
school or who fail and give provisions students in each learning activity plays
attitudes, skills and practical an important role to improve the
knowledge which is relevant to the achievement of students in certain
needs of life. Therefore, communities subjects. Students who have a high
are the external factors that can affect learning motivation is likely to obtain a
the behavior of individual characters. high achievement anyway,
The attitude and character of a Of the few studies that have been
student before plunging into the public conducted above, we can see that the
environment can not be separated from competence of lecturers, family
education carried out by parents at environment, society, and the
home. The family as the first motivation of the students are very
environment for individuals in influential to the success of learning
education would have a major effect on undertaken by students. Based on the
the formation of character before above authors are interested to explore
entering the society. The role of parents more about the effect of competence
in educating children will form the Lecturer, family environment, of
initial character of a child as a provision environmental community, and
for the future. Lack of parental attention learning motivation towards learning
to the education of her son at home will achievement Students of State
make these children become less University of Jakarta by taking the title
optimal learning. of "The Effect Of Competence
Family environment will greatly Professors, Family Environment,
affect the initial process of character Environment Society And Learning
formation of students, members of Motivation Of Achievement Jakarta
keluaurga will be an example for State University Students "
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THEORETICAL STUDIES students in accepting, rejecting and
assess information - information
LEARNING ACHIEVEMENT obtained in the learning process. One's
learning achievement in accordance
Poerwanto (2007) provide terms of with the level of success in learning the
learning achievement that "the results subject matter is something that is
achieved by a person in an attempt to expressed in grades or report cards
learn as stated in the report cards". every field of study after experiencing
Furthermore Winkel (1997) says that the learning process. Student
"learning achievement is a testament to achievement can be determined after
the success of learning or a person's evaluation. The results of the
ability students in learning activities in evaluation can show high or low on
accordance with the weight it achieves" student achievement.
Meanwhile, according to Nasution, S
(1987) the learning achievement is MOTIVATION LEARNING
"perfection one achieves in thinking,
feeling and doing, academic In a study of behavior there is
achievement is said to be perfect if it motivation to learn. Motivation to learn
satisfies three aspects namely: that there are intrinsic and extrinsic.
cognitive, affective and psychomotor, Strengthening the motivation - the
otherwise said the achievement is less motivation to learn it in the hands of
satisfactory if one has not been able to educators and other community
meet the target in all three of these members. Teachers as educators the
criteria " task to strengthen the motivation to
study for a minimum of 9 years at the
The learning achievement is the age of compulsory education. Ulama as
result of educational assessment of the educators also the task to strengthen the
progress of students after learning motivation of lifelong learning.
activities. Learning achievement has a
function to determine the extent of According Noehi Nasution (1993)
students' progress after completing a motivation is a psychological condition
learning activity. This is in line with the that drives someone to do something.
opinions Djamarah (1994) argues that While the study is essentially a process
"learning achievement is the of ongoing basis in order to change the
educational assessment of students' behavior of learners constructively.
progress in everything learned in school Behavioral changes in all aspects of
that involves the knowledge or skills / learning include personal learners,
skill stated after the results of the namely cognitive, affective and
assessment." psychomotor. So the motivation to
learn is the power (power motivation),
Based on the above understanding, the driving force (driving force), or a
it was explained that learning build tool willingness and strong desire
achievement is the human level of the for self-learners for active learning,
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creative, innovative, and fun in order to suggests competence is the capacity of
change behavior, both in cognitive, the knowledge, skills and attitudes
affective and psychomotor. possessed by an employee that is
relevant to the standards work to be
According to Clayton Alderfer in done so that they can and in the future.
H. Nasha (2004) Motivation to learn is On the organization of services,
the tendency of students in learning including higher education, the service
activities that are driven by a desire for product accepted by the customer at the
achievement or the best possible time of interaction between the lecturer
learning outcomes. Motivation is seen and the recipient of services (students),
as a mental boost that drives and directs so that the competence of lecturers and
human behavior, including learning the quality of the learning process in the
behavior. Contained in the motivation work determines the quality of product
of their desire to enable, mobilize, and services produced.
channel and direct attitudes and
behavior in individuals learn Competent lecturers are generally
(Koeswara, 1989; Siagia, 1989; Sehein, seen how far the material master
1991; Biggs and Tefler, 1987 in lecturers and professors were able to
Dimyati and Mudjiono, 2006) apply the appropriate learning models
for the material being studied.
To increase motivation to learn by According Djamarah (2000) educators
Abin Syamsuddin M (1996) we can do who are competent educators who have
is identify some indikatoryna in certain the skills provide reinforcement, asked,
stages. Indicators of motivation among holding variation, explain, and open
other things: 1) The duration of activity, and close the lesson.
2) Frequency of activities, 3)
Presistensinya on the purpose of FAMILY ENVIRONMENT
activities, 4) fortitude, tenacity and
ability in the face of actions and Environment has a significant role
difficulties to achieve the goals, 5) in the success of one's learning.
devotion and sacrifice to achieve goals, Behavior that is considered everyday
6) Depth aspiration to be achieved by always in interaction with the
the activities carried out, 7) Level of environment. The neighborhood can be
qualification achievements, 8) defined as a condition around us.
Directions attitude toward the target According Sarian quoted and translated
activity. M. Ngalim Purwanto (2002) identify
the family environment as follows:
COMPETENCE LECTURER
Environment includes all of the
Competence is the ability of conditions in this world in a certain way
individuals to carry out the task - the influence our behavior, growth,
task of his profession which is a development or life processes we
combination of knowledge, skills and except the genes, and even our genes
attitudes. Spencer and Spencer (1993) can also be viewed as setting up the
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environment (to provide environment) COMMUNITY ENVIRONMENT
for other genes.
According to Fuad Ihsan (1997)
According to Abu Ahmadi (1991) Society when viewed from a
states that the family is the social sociological concept is a set of people
environment was first introduced to the who reside in the area and interact with
child. This is in line with Dwi Siswoyo each other to achieve the goal. When
(2008) which states that the family is viewed from the concept of education,
central to education first and foremost, the community is a group of people
because of the family that the child's with a wide range of qualities ranging
personality is formed. It also disclosed from uneducated until the highly
that in line Fuad Ihsan (2003) the educated.
family is the primary educational
environment and first for children, According to Abu Ahmadi (1996)
because the child's family environment in his environment or the community
was evolving from childhood to social environment that includes forms
become an adult. The content and the of human relationships with each other,
way - the way of education in the family it's also referred to the environment and
who can affect the growth and its relationship to human form among
development of character, mind and humans around the child. Included are
personality of each worker - every attitudes or behavior among humans,
human being. Education received in the the behavior of fathers, mothers, family
family that will be used by children as members, neighbors, friends and others
a basis for follow further education in - others.
schools. Community environment are the
Based on the above definition can external factors which allegedly also
be concluded that the family can affect the learning achievement.
environment is everything and stimulus Society is a place where a person
in the form of material inside or outside interacts actively in everyday life. The
the individual who is physiological, public will be able to function better if
psychological, and sociocultural which each individual can learn a variety of
can affect your child's behavior, growth things, both the patterns of behavior
and development. The family not only and role.
as a person reared and brought up, but According to Santoso (1982)
it's also a place to live and thrive with suggested that the community
their parents upbringing. Families are education or non-formal education
required to be able to determine their aims to help with educational neglect,
attitudes toward the future to make his both those who have never attended
choice in real life, or it can be said that school or who fail and give provisions
children can independently when it is attitudes, skills and practical
not in a family environment. knowledge which is relevant to the
needs of life. Therefore, communities
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are the external factors that can affect motivation on student
the behavior of individual characters. achievement UNJ
2. There is a positive and significant
relationship between the
competence of lecturers on
student achievement UNJ
3. There is a significant positive
relationship and family
environment on student
achievement UNJ
relationship between the
environmental community on
RESEARCH HYPOTHESES student achievement UNJ
Based on the literature review
relationship between learning
and theoretical frameworks that have
motivation, the competence of
been raised, then the hypothesis is
lecturers, family environment and
drawn are as follows:
the community to student
achievement UNJ
relationship between learning
RESEARCH METHODOLOGY
The dependent variable in this study is Achievement. While the independent variable
in this study is Motivation, Competence Lecturer, Environmental Family and
Community Environment. Methods of the data analysis used in this study are the Smart
PLS. Smart or Smart Partial Least Square PLS is the same statistical software with
LISREL and AMOS goal is to examine the relationship between variables, latent
variables and the good fellow with an indicator variable, or manifest. Partial least
squares is a multivariate statistical technique that can be to handle a lot of the response
variable and explanatory variables at once. This research was conducted in Indonesia
with the number of respondents 244 people. Analysis of the Data in this study using
techniques of measurement tests using Smart PLS models and Structural Models.
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Tabel 3.1
Operational Definition of Variables
VARIABLE VARIABLE CONCEPT INDICATOR SIZE

Learning Learning Achievement are al 1. Cognitive Likert
Achievement results Obtained by the student 2. Affective
(Y) achievement of learning 3. Psychomotor
Motivation Motivation of learn is the impetus 1. Intrinsic factor Likert
Learing (X1) to study well and as a driving 2. Extrinsic factors
force in the student who created a
desire to learn more in order to
archive good results to archive the
learning objectives where there
development of learning
Competence Lecturer competence is facing 1. Mastering Platform Likert
Lecturer external influences Students. for Education
(X2) 2. Master the teaching
materials
3. Compiling teaching
program
4. Assessing the
results and learning
processes that have
been implemented.
Family Family Environment is all 1. How to educate Likert
Environment animate and inanimate things parents
(X3) roomates are family environment 2. Economic
consisting of father, mother, and circumstances
children that are interconnected Family
and mutually give attention to in 3. The relationship
providing the best for student between family
achievement in it members
4. Understanding
parents
Environment Community environment are all 1. Student activities in Likert
Society (X4) the conditions and the influence the community
of society in the form of 2. Forms of
interaction as well as social and community life
non-social condition 3. friends hanging out
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4. Communities
associated with
electronic
RESULT AND DISCUSSION
Constellation Figure 1 (Score Loading Factors)
First Model
The figure shows that the construct of motivation to learn was measured by 7
pieces indicators namely MB1, MB2, MB3, MB4, MB5, mb6, and MB7. And construct
Lecturer Competence is also measured by the 7 indicators of KD1, KD2, KD3, KD4,
KD5, KD6, and KD7. Likewise, the Family Environment constructs measured by the
7 indicators of LK1, LK2, LK3, LK4 LK5, LK6, and LK7. Environmental and
community also uses seven indicators of LM1, LM2, LM3, LM4, LM5, LM6 and LM7.
With the indicator arrows between latent constructs are leading indicators that show
that the study uses a relatively reflective appropriate indicator to measure the impact
or relationships to be studied (hypothesis) is denoted by arrows between the constructs.
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Values above shows the correlation between the indicators with konstruknya.
Indicator with a low loading values indicate that these indicators do not work on the
measurement models. Loading the expected value is 0> 0.7.
Based on a constellation Figure 1 Factors Loading calculation results with
smartpls software version 3 stated that the indicators of competence Lecturer namely
KD 4 is not significant, so is the Community Environmental indicators are LM1, LM2,
LM3 and the indicator Motivation is at MB1. Further on Learning Achievement
indicators are PB1, PB2, PB3. The data has a value of <0.7 in table 4.1 below must be
abolished because it is not significant and have no correlation.
Table 4.1
Result For Cross Loading
Family Community Learning
competence environmen environmenta Motivation achievemen
Lecturer t l to learn t
KD.1 0856
KD.2 0838
KD.3 0866
KD.4 0678
KD.5 0891
KD.6 0885
KD.7 0886
LK.1 0761
LK.2 0747
LK.3 0753
LK.4 0715
LK.5 0933
LK.6 0935
LK.7 0935
LM.1 0417
LM.2 0623
LM.3 0626
LM.4 0846
LM.5 0865
LM.6 0874
LM.7 0881
MB.1 0641
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MB.2 0989
MB.3 0977
MB.4 0978
MB.5 0975
MB.6 0975
MB.7 0976
PB.1 0401
PB.2 0541
PB.3 0391
PB.4 0978
PB.5 0963
PB.6 0967
PB.7 0974
Researchers conducted a second order to recalculate the significant data and

determine the reliability of such data by removing the indicator which has no
correlation with the constructs as depicted in Figure 1. The results of the second
constellation order is depicted in Figure Constellations:
Constellation Figure 2 (Rated Loading Factors)

Second Model
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Based on research data of second order, the researchers analyzed the data back
to the PLS approach, which is done by evaluating the measurement models and
structural models.
A. Evaluation Measurement (Outer) Model
1. Validity test
An indicator declared invalid if it has a loading factor is above 0.5 against
the intended constructs. Output SmartPLS for loading factor showed the
following results:
Tabel 4.2
Validity Test
Competence Family Community Motivation Learning
Lecturer environment Environmental Learning achievement
KD.1 0866
KD.2 0843
KD.3 0876
KD.5 0906
KD.6 0922
KD.7 0912
LK.1 0747
LK.2 0734
LK.3 0739
LK.4 0716
LK.5 0914
LK.6 0942
LK.7 0942
LM.4 0972
LM.5 0984
LM.6 0987
LM.7 0994
MB.2 0997
MB.3 0987
MB.4 0985
MB.5 0986
MB.6 0922
MB.7 0982
PB.4 0996
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PB.5 0988
PB.6 0909
PB.7 0919
Test the validity of using the correlation between scores of items with a score
of its construction. Measurements with a reflective indicator indicates a change in an
other indicator in the same construct are changed (or removed from the model).
Indicator reflective suitable for measuring the perception that this study using
reflecktive indicators.
Based on data from the second order data above shows that all indicators has
a value of > 0.5 which means that the indicators used in this study is valid or has met
the convergent validity.
Furthermore, a indicators also need to be tested to determine the discriminant
validity of these indicators reflective or not. The method used to view the discriminant
validity of this research is to look at the value of the square root of Average Variance
Extracted (AVE). The suggested value is above 0.5. Here is an AVE in this study:
Tabel 4.3
AVE
Indicator Average Variance Extracted (AVE)
Competence Lecturer 0780
Family Environment 0688
Community Environmental 0969
Motivation Learning 0973
Learning Achievement 0982
The table above shows that the value AVE of Competence Lecturer, Family
Environment, Community Environmental, Motivation Learning and Learning
Achievement above 0.5. Lowest AVE value amounted to 0.688 on the construct of
Family Environment.
2. Reliability Test
Reliability testing done by looking at the value of the composite indicator that
measures the reliability of the construct. The results will show the composite
reliability satisfactory value if the value is > 0.7. Here is a composite value of
reliability in this study:
Tabel 4.4
Composite Reliability
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Indicator composite Reliability
The table above shows that the value of composite reliability for all constructs
is above 0.7 which shows all constructs in the research model meets the discriminant
validity. The lowest of composite value is equal to 0.938 which is the constructs Family
Environment.
Test reliability can be also be strengthened by Cronbach's Alpha with the
suggested value is > 0.6. Here is the value of Cronbach's Alpha in this study:
Tabel 4.4
Cronbach’s Alpha
Indicator Cronbach's Alpha

From the above table, the value of Cronbach's Alpha for this research constructs
showed the value of > 0.6. Then the indicator that measures the construct in this study
can be said to be reliable.
B. Testing Structural Model (Inner Model)
PLS using nonparametic test to determine the level of significance of the path
coefficient, where the value t (t value) produced by running the algorithm on a
smartPLS bootsrapping used to determine whether the hypothesis is accepted. At
the 0.05 significance level the hypothesis would be supported if the t-statistic
exceeds the critical value is 1.645.
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Table 4.5
Original Sample Standard T Statistics (|
P
Sample Mean Deviation O / STDEV
Values
(O) (M) (STDEV) |)
KD.1 <- Competence Lecturer 0866 0861 0046 18,657 0000
KD.2 <- Competence Lecturer 0843 0838 0052 16 268 0000
LK.1 <- Environment Family 0747 0744 0045 16,500 0000
LK.2 <- Environment Family 0734 0731 0046 16 032 0000
LM.4 <- Environment Society 0972 0972 0010 96 587 0000
MB.2 <- Motivation 0997 0997 0001 1155.213 0000
MB.3 <- Motivation 0987 0988 0004 239 485 0000
MB.4 <- Motivation 0985 0985 0005 192 922 0000
MB.5 <- Motivation 0986 0986 0005 218 847 0000
MB.6 <- Motivation 0982 0982 0005 193 902 0000
MB.7 <- Motivation 0982 0982 0007 143 741 0000
PB.4 <- Achievement 0996 0996 0001 839 313 0000
PB.5 <- Achievement 0988 0988 0004 246 640 0000
PB.6 <- Achievement 0990 0990 0003 336 473 0000
PB.7 <- Achievement 0990 0990 0003 347 524 0000
From the above table, the value of T statistics and P values for indicators of this
study shows that the value of T statistic > 1.645 and P value > 0.05 then the
indicators that measure the construct in this study was significant.
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Competence Family Community Motivation Learning
Lecturer Environment Environmental Learning Achievement
Competence Lecturer 0.047
Family Environment 0.981
Community
-0.049
Environmental
Motivation Learning 0.066
Learning Achievement
Table 4.6
Path Coefficent
The above table shows the influence of free variable with variable tied. From
the above data it can be concluded that the competence Lecturers have an influence on
the Learning Achievement of 0.004. The family environment has an influence on
learning achievement at 0,981. Community environment has an influence on learning
achievement by 0.490. And Motivation has an influence on learning achievement by
0.066.
Based on the above presentation, a variable that has a major influence on
student learning achievement UNJ is environment friendly. Meanwhile, variables that
have low against the influence of Student Learning Achievement UNJ is Community
Environment. Community Environmental coefficent Path value is negative which
indicates that the Community Environment has a negative direction of the relationship.
It can be said, if the student earned UNJ Achievement is not necessarily the case
because of their good relationships within the community. Conversely, if the student
does not earn Achievement UNJ well it does not mean that because of the association
which is not good in the neighborhood masyaraktnya. The above description shows
that there is a mutual effect - similar and significant correlation between competence
Lecturer,
CONCLUSION 2. Lecturer competence significantly

1. Motivation significantly affect the affect the achievement of Student
achievement of Student Learning Learning Path value coefficent
Path value coefficent UNJ with UNJ with 0,047.
0,066.
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3. Family environment significantly Environmental Family,
affect the achievement of Student Community Environmental
Learning Path value coefficent significantly influence student
UNJ with 0,981. learning achievement Jakarta State
4. Community Environmental University.
influence on student learning
achievement UNJ of -0.049.
5. It can be concluded that
Motivation, Competence Lecturer,
BIBLIOGRAPHY
Abin, S. (1996). Psikologi Ihsan, F. (2003). Dasar-dasar

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INFLUENCE OF MOTIVATION LEARNING, LECTURER COMPETENCE,

FAMILY ENVIRONMENT AND COMMUNITY ENVIRONMENTAL ON

Office Administration Study Program S1, Faculty of Economics, State University

VARIABLE VARIABLE CONCEPT INDICATOR SIZE

RESULT AND DISCUSSION

Constellation Figure 1 (Score Loading Factors)

Researchers conducted a second order to recalculate the significant data and

Constellation Figure 2 (Rated Loading Factors)

Indicator Cronbach's Alpha

CONCLUSION 2. Lecturer competence significantly

Abin, S. (1996). Psikologi Ihsan, F. (2003). Dasar-dasar

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