THE CONTRIBUTION OF ATTITUDE, INSTRUCTIONAL FACILITIES AND ACHIEVEMENT MOTIVATION TOWARDS THE ACHIEVEMENT IN
ISLAMIC RELIGION SUBJECT OF STUDENTS AT GRADE VIII
SMP AL-KAUTSAR BANDAR LAMPUNG
By
K o d e r i
In general, this research is aimed at finding out the empirically significant level of correlation of attitude towards Islamic religion subject, learning facilities, and achievement motivation and the achievement in Islamic religion subject of students at grade VIII SMP Al-Kautsar Bandar Lampung, Academic Year 2005/2006. In particular, it is aimed to reveal: 1) the correlation between students’ attitude towards Islamic religion subject and their achievement; 2) the correlation between instructional facilities and students’ achievement in Islamic religion subject; 3) the correlation between students’ achievement motivation and their achievement in Islamic religion subject; and 4) the correlation between students’ attitude towards Islamic religion subject, instructional facilities and students’ achievement motivation simultaneously and the achievement in Islamic religion subject of students at grade VIII SMP Al-Kautsar Bandar Lampung.
This research is a kind of ex-post facto research. Its population includes the whole number of students at grade VIII SMP Al-Kautsar Bandar Lampung Academic Year 2005/2006 as many as 240 students, while the sample is as many as 71 students selected through Simple Random Sampling technique. The dependent variable is students’ achievement in Islamic religion subject (Y), while the independent variables include students’ attitude towards Islamic religion subject (X1), instructional facilities (X2), and students’ achievement motivation (X3). The instruments used to collect the data are test for students’ achievement in Islamic religion subject, and questionnaires for attitude towards Islamic religion subject, learning facilities, and achievement motivation. The data are then analyzed using linear regression and multiple linear regression techniques along with pre-requisite test for normality, homogeneity and linearity.
The research findings show that:
The analysis of the first hypothesis indicates that there is a significant correlation between students’ attitude towards Islamic religion subject and their achievement. It is indicated by the result of F test with n = 71 where Fcritical = (17.488) > Ftabel (4.00) with α = 0.05. It means that nul hypothesis is rejected, therefore, the regression eqivalence of Ŷ = -0.0189 + 0.325 X1 is statistically significant. As such, the higher the attitude towards Islamic religion subject, the better achievement may be accomplished.
The analysis of the second hypothesis indicates that there is a significant correlation between instructional facilities and their achievement. It is indicated by the result of F test with n = 71 where Fcritical = (20.56) > Ftabel (4.00) with α = 0.05. It means that nul hypothesis is rejected, therefore, the regression eqivalence of Ŷ = 3.589 + 0.281 X2 is statistically significant. Thus, the more complete the instructional facilities, the better achievement may be accomplished.
The analysis of the third hypothesis indicates that there is a significant correlation between students’ achievement motivation and their achievement. It is indicated by the result of F test with n = 71 where Fcritical = (23.079) > Ftabel (4.00) with α = 0.05. It means that nul hypothesis is rejected, therefore, the regression eqivalence of Ŷ = 3.483 + 0.244 X3 is statistically significant. Hence, the higher the achievement motivation, the better achievement may be accomplished.
The analysis of the fourth hypothesis indicates that there is a significant correlation between students’ attitude towards Islamic religion subject, instructional facilities and students’ achievement motivation simultaneously and their achievement. It is indicated by the result of F test with n = 71 where Fcritical = (17.801) > Ftabel (4.00) with α = 0.05. It means that nul hypothesis is rejected, therefore, the regression eqivalence of Ŷ = -14.483 + 0.224 X1 + 0.207 X2+ 0.132 X3 is statistically significant. Accordingly, the higher the attitude towards Islamic religion subject, the more complete the instructional facilities, and the higher the achievement motivation, the better achievement may be accomplished.
ISLAMIC RELIGION SUBJECT OF STUDENTS AT GRADE VIII
SMP AL-KAUTSAR BANDAR LAMPUNG
By
K o d e r i
In general, this research is aimed at finding out the empirically significant level of correlation of attitude towards Islamic religion subject, learning facilities, and achievement motivation and the achievement in Islamic religion subject of students at grade VIII SMP Al-Kautsar Bandar Lampung, Academic Year 2005/2006. In particular, it is aimed to reveal: 1) the correlation between students’ attitude towards Islamic religion subject and their achievement; 2) the correlation between instructional facilities and students’ achievement in Islamic religion subject; 3) the correlation between students’ achievement motivation and their achievement in Islamic religion subject; and 4) the correlation between students’ attitude towards Islamic religion subject, instructional facilities and students’ achievement motivation simultaneously and the achievement in Islamic religion subject of students at grade VIII SMP Al-Kautsar Bandar Lampung.
This research is a kind of ex-post facto research. Its population includes the whole number of students at grade VIII SMP Al-Kautsar Bandar Lampung Academic Year 2005/2006 as many as 240 students, while the sample is as many as 71 students selected through Simple Random Sampling technique. The dependent variable is students’ achievement in Islamic religion subject (Y), while the independent variables include students’ attitude towards Islamic religion subject (X1), instructional facilities (X2), and students’ achievement motivation (X3). The instruments used to collect the data are test for students’ achievement in Islamic religion subject, and questionnaires for attitude towards Islamic religion subject, learning facilities, and achievement motivation. The data are then analyzed using linear regression and multiple linear regression techniques along with pre-requisite test for normality, homogeneity and linearity.
The research findings show that:
The analysis of the first hypothesis indicates that there is a significant correlation between students’ attitude towards Islamic religion subject and their achievement. It is indicated by the result of F test with n = 71 where Fcritical = (17.488) > Ftabel (4.00) with α = 0.05. It means that nul hypothesis is rejected, therefore, the regression eqivalence of Ŷ = -0.0189 + 0.325 X1 is statistically significant. As such, the higher the attitude towards Islamic religion subject, the better achievement may be accomplished.
The analysis of the second hypothesis indicates that there is a significant correlation between instructional facilities and their achievement. It is indicated by the result of F test with n = 71 where Fcritical = (20.56) > Ftabel (4.00) with α = 0.05. It means that nul hypothesis is rejected, therefore, the regression eqivalence of Ŷ = 3.589 + 0.281 X2 is statistically significant. Thus, the more complete the instructional facilities, the better achievement may be accomplished.
The analysis of the third hypothesis indicates that there is a significant correlation between students’ achievement motivation and their achievement. It is indicated by the result of F test with n = 71 where Fcritical = (23.079) > Ftabel (4.00) with α = 0.05. It means that nul hypothesis is rejected, therefore, the regression eqivalence of Ŷ = 3.483 + 0.244 X3 is statistically significant. Hence, the higher the achievement motivation, the better achievement may be accomplished.
The analysis of the fourth hypothesis indicates that there is a significant correlation between students’ attitude towards Islamic religion subject, instructional facilities and students’ achievement motivation simultaneously and their achievement. It is indicated by the result of F test with n = 71 where Fcritical = (17.801) > Ftabel (4.00) with α = 0.05. It means that nul hypothesis is rejected, therefore, the regression eqivalence of Ŷ = -14.483 + 0.224 X1 + 0.207 X2+ 0.132 X3 is statistically significant. Accordingly, the higher the attitude towards Islamic religion subject, the more complete the instructional facilities, and the higher the achievement motivation, the better achievement may be accomplished.
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