INTRODUCTION
Learning achievement is the
formulation of the final grade given by the teacher to a student during a
specific period. Learning achievement is an effort made by a student in the
form of mastery, knowledge, abilities, habits, skills, and attitudes after
going through a learning process which is proven in the form of test results (Suryabrata, 2006). According to an Organization
For Economic Co-Operation and Development (OECD) 2009 survey, Indonesian
students' achievements occupy the lowest position in Southeast Asia. The
achievements of Indonesian students aged 15 years are ranked in the bottom 10
out of 79 countries surveyed in three subjects, namely mathematics, reading,
and science, according to a recent report of the International Student
Assessment Program released by the Organization for Economic Cooperation and
Development (Ade, 2019). The results of this survey show that the
education quality in Indonesia is minimal, so strategies are needed to improve
learning achievement.
Several factors influence
student success in achieving learning achievement. Disciplined learning is an
essential factor that affects a student's success in learning activities. The
attitude and behavior of the discipline are not directly formed by themselves
but requires a continuous process. The student from an early age should be
introduced to the values of regulating human life so that his life can take
place in an orderly, effective, and efficient manner. Violations or deviations
from the rules of conduct harm him and can even get sanctions or punishments.
Every child must be helped to live a disciplined life, in the sense of being
willing and able to comply with the provisions in the family environment,
society, nation, and country (Rohman, 2018).
In addition to discipline in
learning, several things affect a student's learning process, including
learning motivation. Learning motivation is the overall driving force in
students that causes, guarantees continuity, and provides direction for
learning activities to achieve goals (Haryani, Jaenudin, & Ar, 2014). Motivation in
learning activities plays a significant role in maintaining and increasing the
enthusiasm for learning of upbringing participants (Sardiman, 2016).
Learning motivation gives rise to the
ability to learn independently (Oh, 2017). In addition,
learning motivation can also increase acceptance and attendance (Kris Law, Shuang Geng, 2019).
Motivation will arouse the
spirit of learning, and if the student's learning motivation is high, then the
student will get maximum results because learning is a deliberate effort by
educators to support student learning activities (Lotulung, Ibrahim, & Tumurang, 2019). Students need
learning motivation to actively participate in learning so that students get
exemplary learning achievements. Motivation in learning activities plays a
significant role in maintaining and increasing the enthusiasm of learning
students (Sardiman, 2016). According to Kaylene and Caroline (2011),
five primary keys affect student motivation: students, teachers, content,
methods, and environment. When the learning process takes place, if student
lacks learning motivation, the student has an attitude of skipping classes,
delaying or neglecting tasks that must be done, not making preparations when
exams are going to be held, and is reluctant to do assignments such as group
assignments (Diana, Anshori, Nugraha, Ramadhan, & Lukman, 2021). Students need
learning motivation to actively participate in learning so that students get
exemplary learning achievements. The school, as the second most extended place
to live after home for a student, is expected to influence the development of
his psyche positively. However, schools that serve as character shapers have
many challenges that students have to face. In the past, the school environment
was considered the second ward after the family environment. However, for now,
it is not like that anymore. Around the student environment, many other places
are used by teenagers to spend their time, including playing cellphones,
supermarkets, cinemas, or maybe at street stalls or near schools, or the home of
one friend, which is an alternative place more attractive than the school
environment. It takes cooperation between schools and parents to motivate
students to learn.
Based on some previous research,
it has been found that the urgency of early learning activities, learning
discipline, and learning motivation must be continuously improved in quality to
improve student learning achievement (Adinoto, 2019). Mulya and Lengkana (2020)
also argues that there is a relationship and a significant influence between
self-confidence, learning motivation, and learning achievement of elementary
school students. Safitri and Yuniwati (2019)
concluded that there is a significant influence between family motivation and
support on student learning achievement. This is by research conducted by Matussolikhah (2021)
that there is a simultaneous positive influence between learning discipline and
learning styles on learning outcomes. However, the research above has not
explicitly discussed the factors that encourage student learning achievement,
so this study will examine the factors that encourage student learning achievement,
especially in the factors of discipline and student learning motivation.
Based on the background of the
problems found and presented earlier, the researcher aims to assess the
influence of discipline and learning motivation on student learning achievement.
Based on the observations made by researchers, some students have not been able
to behave disciplined in learning. This is shown by the number of students who
are still late when coming to class for various reasons. Some students do not
comply with school rules and use school uniforms that are not by the
provisions. Concerning student learning, motivation is still not optimal, and
this can be seen in some students who do not do assignments from the teacher.
Some students are lazy to take part in learning, characterized by when the
student learning process is sleepy or asleep in the classroom.
This study
illustrates how much influence discipline has on student learning achievement,
the influence of student learning motivation on student learning achievement.
The difference between this research and other studies is that this research
was conducted after the Covid-19 Pandemic period where at this time there was a
change in lifestyle habits in the community, especially in the field of
education.
METHOD
Data
collection is carried out with documentation to obtain data from learning
achievement variables. At the same time, questionnaires are used to obtain data
on discipline and learning motivation variables. Measurement of learning
discipline variables based on the theories constructed by Tulus Tu’u (2008)
that the indicators of discipline in schools can regulate learning at home,
diligently and regularly study, good attention when in class, and self-order
when studying in class. Meanwhile, Daryanto (2015)
divides the indicators of learning discipline, namely adherence to school
rules, discipline to learning activities at school, and carrying out tasks that
are their responsibility, and discipline in learning at home. Murtini (2010)
stated disciplinary indicators of general order, discipline in teaching and
learning activities, discipline outside of learning, and sanctions for
violations. Based on the description above, in this study, the author divided
the indicators of learning discipline into five types, namely Discipline in
Learning Preparation; Discipline in attending lessons at school; Discipline in
carrying out tasks; Discipline in studying at home; Discipline in obeying the
rules of order in schools. For the disciplinary questionnaire, there are 20
questions.
The
variables of learning motivation are measured using questionnaires consisting
of the desire and desire to succeed, the encouragement of needs in learning,
the existence of hopes and ideals for the future, the presence of rewards or
rewards in learning, and the availability of a conducive learning environment (Uno, 2011). Whereas McCown and Rick (1999)
the motivational aspect of learning consists of the desire to learn, being
involved severely, the learning process and the tasks given, and the commitment
to learning. The learning motivation questionnaire consists of 20 question
items.
Questionnaire
in the form of a Likert scale that has been tested for validity and reliability.
The validity test process was carried out on the 30 respondents. The validity
test results obtained by the overall results of the items are valid because the
results obtained by r count are greater than the r table. Test the reliability
of learning discipline and learning motivation using the reliability test.
Meanwhile,
quantitative data analysis was carried out using Likert and TCR scale data to
measure students' attitudes, opinions, and perceptions towards learning
discipline and motivation. Meanwhile, the analysis used to test hypotheses is a
linear analysis of multiple regression. Using multiple
linear regression analysis because in this study analyzed the causal
relationship of two independent variables to one dependent variable.
RESULTS AND DISCUSSION
The results of the study began
with a description of the data from each variable based on filling in the
questionnaire in terms of the achievement of respondents as follows.
Based on these outputs, it is
known that the R square score is 0.631, meaning that the influence of learning
discipline and motivation simultaneously on student learning achievement is
63.1 percent.
DISCUSSION
A. The
Effect of Learning Discipline on Learning Achievement
Connected with
the educational process at school, discipline is an influential factor in the
educational process at school. Students can achieve satisfactory learning
achievements if students are in a conducive learning environment and an orderly
learning process. Discipline plays an essential role in learning success. Based
on the hypothesis test results, this study found that the results of counting =
4.650 and Sig = 0.000. Because the Sig value < 0.05, H0 is rejected, which
means that there is a significant influence of variable X1 (learning
discipline) on the bound variable Y (student learning achievement). Then it can
be concluded that learning discipline affects student learning achievement.
Learning disciplines where the results of their
research proved to influence the significance of learning disciplines on
learning achievement for that when the learning process requires learning
discipline so that students have a strong motivation to learn (Iswan et al., 2020). This is in line
with the results of research conducted by (Wigati,
2019), which shows that learning discipline has a positive and
significant effect on student learning achievement. Moreover, there is a
positive impact on significant achievement between learning discipline
variables on learning achievement (Budiono & Suhendar, 2019). Thus, the
variables of learning discipline partially have a significant influence on the
variables of learning achievement. It is also supported by Adinoto (2019)
that learning discipline variables partially have a significant influence on
learning achievement variables. This is increasingly clearly showing that the
higher the student's learning discipline, it can have the more positive impact
on student learning achievement.
B. The
effect of Learning Motivation on Learning Achievement
Learning
motivation is an encouragement caused from within or outside the student, which
can cause enthusiasm and excitement to pray and give direction to learning
activities so that the goals desired by students can be achieved. A student who
is learning needs energy from within himself and from outside that can
encourage changes in himself so that the student can succeed in learning. This
energy is the motivation to learn (Uno, 2011).
Based on the
results of the hypothesis test obtained, it is known that the sign value for
the influence of X2 (learning motivation) on Y (learning achievement) is 0.000
< 0.05, thus, it
can be concluded that H2 is accepted or there is an influence between X2
(learning motivation on Y (learning achievement). Then it can be concluded that
learning motivation affects student learning achievement.
Learning
motivation significantly influences learning achievement (Prayoga & Rachmawati, 2021). Moreover,
learning motivation significantly and positively affects student learning
achievement (Kristiani & Pahlevi, 2021). Under the opinion
expressed by Maharani and Riau, which stated that students must possess
intrinsic and extrinsic learning motivation because this motivation plays a
significant role in being able to achieve the set learning goals, motivation is
also able to encourage students to know their learning direction (Maharani & Fahira, 2021).
Motivation is a
driving force for students to do or achieve their goals. It can also be
interpreted as a plan or desire to succeed and avoid failures in life (Marisa, 2019). In other words,
motivation is a process that is passionate about achieving goals. A motivated person
has shown his ability to achieve success in his life.
C. The
Effect of Discipline and Learning Motivation on Learning Achievement
The data
analysis results showed that the hypothesis of these three studies was H3 =
There is an influence of discipline and learning motivation on the learning
achievement of students of Muhammadiyah 2 Playen Gunungkidul Yogyakarta vocational high school. Based on the
output of the F test results above, it is known that the significance value of
the influence of X1 and X2 simultaneously on Y is 0.000, so it can be concluded
that H3 is accepted (the variables of learning discipline and learning
motivation have a simultaneous effect on learning achievement). Partially, the
learning discipline has a Pearson Correlation value of 0.354, which is in the
range of 0.21 – 0.40. This means that the learning discipline variable is
weakly correlated with the learning achievement variable. The learning
motivation variable has a Pearson Correlation value of 0.743, which is in the
range of 0.61 – 0.80, which means that the learning motivation variable
strongly correlates with the student learning achievement variable. Because the
Pearson Correlation values of both variables are positive in value, it can be
concluded that the variables of learning discipline and learning achievement
are positively correlated with the variables of student learning achievement.
Following the
results of research conducted by Kusuma and Subhan, this research was obtained
simultaneously or jointly from the two variables affecting learning
achievement, with the magnitude of each being learning motivation of 62.09%
obtained from the coefficient value of partial determination of the learning
motivation variable. In contrast, the contribution of learning discipline variables
to learning achievement was 48.58%, obtained from the value of partial
coefficient determination (Kusuma & Subkhan, 2015).
Discipline and
learning motivation is needed in the learning process
to obtain maximum achievement. The existing high data shows that disciplinary
and motivation variables can be likened to two inseparable sides of a coin. Thus,
it can be interpreted that discipline is worthless without motivation, and
motivation is worthless without discipline.
D. Supporting
Factors in Student Discipline and Learning Motivation for Improving Learning
Achievement.
The learning
achievement obtained by students is the result of interactions that come from
within (internal factors) and outside (external factors). According to Ahmad and Supriyono (2008), the influence of
learning achievement is classified into two factors, namely First, "Internal
factors; (1). Physical factors (physiology). For example, vision, hearing; (2).
Psychological factors, among others; Intellectual factors include potential
factors, namely intelligence, talents, and fundamental proficiency factors,
namely achievements that have been achieved, and non-intellectual factors,
namely certain personality elements such as attitudes, habits, interests,
needs, motivations, emotions; (3) physical and psychic maturity factors. Second
'External factors; (1). Social factors include the family, school, community,
and group environment; (2). Cultural factors include customs, science,
technology, and art; (3) Physical environmental factors such as home
facilities, learning, and climate (Ahmad & Supriyono, 2008).
Factors that
affect student learning are classified into two, namely internal factors and
external factors. Internal factors include; (1). Physical factors, namely health
and disability; (2). Psychological factors, namely intelligence, attention,
interests, talents, motives, maturity, and readiness; (3) fatigue factor. As
for external factors, including (1) family circumstances, the family is the
principal place of the learning process for which the family environment
dramatically affects student learning achievement; (2) the state of the school,
(3) the state of the community (Slameto, 2010).
It is necessary
to introduce students to the factors that affect learning achievement to help
students achieve maximum learning achievement. Two important things that
significantly affect student learning achievement are discipline and learning
motivation. Discipline can arise because of the awareness of students who
benefit themselves and the environment. Students learning achievements can be
achieved optimally if a disciplined attitude is cultivated. Things that can
support the creation of a disciplined attitude are needed, including readiness,
the environment, rules and regulations in the school environment, and teaching
and learning activities in schools. Readiness or readiness is an individual
condition that allows students to learn. In this regard, there are various
levels of learning readiness for a specific task. A student who is not ready to
carry out a task in learning will experience difficulties or even break up (Mulyani, 2013). The rules and
regulations in the school environment can be reflected by students with
disciplinary actions that are carried out correctly.
A disciplinary
attitude can foster awareness of obedience and implement the rules that apply
in schools which can later affect learning achievement. Suppose at home, and it
can create a comfortable atmosphere for studying and calm and conducive. In
that case, it can affect students' discipline at school and at home. Learning
achievements can be achieved well if you get motivation. The factors that
support learning motivation include intrinsic and extrinsic motivation.
Intrinsic motivation is the motivation in students, including aspects of
physiology and psychology. Meanwhile, what is included in the exotic motivation
is the awarding of awards, a conducive learning atmosphere, and exciting
learning activities.
A conducive
learning environment is very supportive of achieving learning achievements. A
student, if he lives in a neatly arranged home environment with an excellent
place to study provided, can trigger students' enthusiasm for learning.
Likewise, the school is neatly arranged can cause a passion for student
learning. According to Munib, the learning environment is divided into three:
family environment, school, and community.
CONCLUSION
Based on the results of the
analysis and hypothesis testing that has been carried out, the results of the
study showed that student learning discipline had an effect on student learning
achievement at Muhammadiyah 2 Playen Gunungkidul Yogyakarta Vocational High School by 12.5% and
was moderately correlated with a Pearson Correlation value of 0.354. Student
learning discipline and motivation simultaneously affect student learning
achievement at Muhammadiyah 2 Playen Gunungkidul Yogyakarta Vocational High School by 63.1%,
with a significance value of 0.000. Motivation affects student learning
achievement at Muhammadiyah 2 Playen Gunungkidul Yogyakarta Vocational High School by 55.2%. It
is perfectly correlated with a Pearson Correlation score of 0.743.
Factors driving discipline to
improve learning achievement. It is necessary to have things that can support
the creation of a disciplined attitude, including readiness or readiness, the
environment, rules and regulations in the school environment, and teaching and
learning activities. The factors that support learning motivation include
intrinsic and extrinsic motivation.
This research is expected to
provide an overview for subsequent researchers to further examine in depth
about other factors that affect learning achievement in addition to discipline
and student learning motivation factors, especially at the Vocational High School
level.
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