Prestasi Belajar Ditinjau Dari Motivasi Dan Kemandirian Belajar Mahasiswa Pendidikan Akuntansi Angkatan 2017 Fakultas Keguruan Dan Ilmu Pendidikan Universitas Muhammadiyah Surakarta

Siti Fatonah/NIM: A210150078. Learning Achievement Judging from the Motivation and Learning Independence of Accounting Education Students Force 2017 FKIP UMS, Skipsi Department of Accounting Education. Faculty of Teacher Training and Education, University of Muhammadiyah Surakarta, October, 2019. The purpose of this study was to determine: 1) the effect of motivation on student achievement, 2) the effect of learning independence on student achievement, 3) the effect of motivation and learning independence on student achievement. This type of research is a quantitative associative survey design. The population in this study was Accounting Students of Force 2017 FKIP UMS as many as 254 students. The sampling technique uses Proportionate random sampling which is 146 respondents. Data obtained from a questionnaire that had previously been tested with validity and reliability testing. The data analysis technique used is multiple linear regression analysis, t test, F test, R2 test, and SR & SE. The results of the study using multiple linear regression analysis obtained a regression equation of: Y = 7.661 (a) + 0.541X1 + 0.460X2. The equation shows that learning achievement is influenced by student motivation and learning independence. The conclusions that can be drawn from this study are: (1) motivation has a significant effect on learning achievement, as evidenced from the regression analysis of t test to obtain tcount > ttable, which is 9.499 > 1.997 with a significance of < 0.05 ie 0.000, with a relative contribution of 62.7% and effective contribution of 46.8%. (2) learning independence has a significant effect on learning achievement, as evidenced by the regression analysis of t test to obtain tcount > ttable, which is 6.087 > 1.997 with a significance < 0.05 ie 0.000, with a relative contribution of 37.3% and an effective contribution of 27.8% . (3) motivation and independence of learning affect student achievement, as evidenced from the F test regression analysis obtained Fcount > Ftable, namely 211.183 > 3.060 and a significance value < 0.05 ie 0.000 and the coefficient of determination (R2) of 74.7% shows that the magnitude of the effect of motivation and learning independence on learning achievement is 74.7% while the other 25.3% is influenced by other variables