PENGARUH PERHATIAN ORANG TUA, SARANA PRASARANA BELAJAR DAN MOTIVASI BERPRESTASI TERHADAP PRESTASI BELAJAR EKONOMI PADA SISWA KELAS X IPS DI SMA LABSCHOOL JAKARTA TAHUN AJARAN 2016/2017

DEVY INGGIT ANGGRIANI. The Influence of Parents Attention, Learning Infrastructure and Achievement Motivation toward Economic Learning Achievement for the Tenth Grade IPS students of SMA Labschool Jakarta 2016/2017 Academic Year. Thesis. Jakarta. Study Program of Economic Education, Concentration of Accounting Education, Faculty of Economics, State University of Jakarta, 2017. This study aims to obtain knowledge based on empirical data and facts that are appropriate, valid, and reliable about the influence between parents' attention, learning Infrastructure facilities and achievement motivation toward student learning Achievement at SMA Labschool Jakarta. The research was conducted at SMA Labschool Jakarta. The method used in this research is a survey method. The affordable population in this study were students of class X IPS consisting of two classes with 74 total of students. The sample used in this research is 62 students by applying proportionate stratified random sampling technique. To obtain data from the four variables, the researcher used an instrument with scala likert for Parent Attention (Varaibel X1), Learning Infrastructure (Variable X2) and Achievement Motivation (X3), while for Learning Achievement (Variable Y) obtained from the marks of even term rapport on economic subjects. The result of data analysis shows that the data used in regression model is normal distribution (0,200> 0,05) and linear (X1 = 0,00 X2 = 0,00 and X3 = 0,00 < 0,05). The equation of multiple linear regression analysis in this research is Y'= 49,723+0,105X1+0,195X2+0,115X3. The result of this study shows that there is a significant influence between parents attention, learning infrastructure and achievement motivation toward economic learning achievement for the tenth grade IPS students of SMA labschool Jakarta which can be seen from the calculation of F test with F count iv (22,827) > F tabel (2,764) and significance value (0,000 < 0.05). Partially, there is a positive and significant influence from parents’ attention (X1) toward learning achievement (Y) based on t calculation with t count (2.031) > t tabel (2,002) and simple correlation coefficient 0,502. Then, there is a positive and significant correlation between achievement motivation variable (X3) with learning achievement (Y) based on t test with t count (4,814) > t tabel (2,002) and simple correlation coefficient of 0,646. Additionally, there is a positive and significant correlation between learning infrastructure (X2) with learning achievement (Y) based on t test with t count (2.064) > t tabel (2,002) and simple correlation coefficient of 0,546. The result of double correlation coefficient test (R) is equal to 0,736 which indicates there is a strong influence between parent attention, learning infrastructure and achievement motivation toward learning achievement with determination coefficient 54,1%, so it can be said variable learning achievement determined by variable attention Parents, learning infrastructure and achievement motivation of 54.1%