PENGARUH LINGKUNGAN SEKOLAH DAN SELF-EFFICACY TERHADAP MINAT MELANJUTKAN PENDIDIKAN KE PERGURUAN TINGGI MELALUI MEDIASI PRESTASI BELAJAR PESERTA DIDIK SMK PROGRAM KEAHLIAN AKUNTANSI KEUANGAN LEMBAGA JAKARTA PUSAT

Tujuan penelitian ini untuk mengetahui pengaruh lingkungan sekolah dan self-efficacy terhadap minat melanjutkan pendidikan ke perguruan tinggi melalui mediasi prestasi belajar pada peserta didik SMK program keahlian akuntansi keuangan lembaga di Kecamatan Kemayoran Jakarta Pusat tahun pelajaran 2020-2021. Data yang digunakan merupakan data kuantitatif metode proporsional random sampling dengan melihat tabel Issac & Michael. Populasi dalam penelitian ini sebesar 180 orang dengan perolehan sampel sebesar 119 responden. Hipotesis diuji dengan menggunakan analisis jalur (path analysis) dan sobel test. Hasil penelitian pada model I diketahui lingkungan sekolah berdampak signifikan dan self-efficacy tidak berdampak signifikan terhadap prestasi belajar. Model II diketahui lingkungan sekolah dan prestasi belajar tidak berdampak signifikan, self-efficacy berdampak signifikan terhadap minat melanjutkan pendidikan ke perguruan tinggi. Model III diketahui hasil lingkungan sekolah berdampak signifikan secara tidak langsung dan self�efficacy tidak berdampak signifikan secara tidak langsung terhadap minat melanjutkan pendidikan ke perguruan tinggi melalui mediasi prestasi belajar peserta didik. Kata Kunci: Lingkungan Sekolah, Self-Efficacy, Minat Melanjutkan Pendidikan ke Perguruan Tinggi, Prestasi Belajar. This research aims to find out the influence of the school environment and self-efficacy on the interest in continuing education to college through the mediation of learning achievement in vocational students of the institution's financial accounting expertise program in Kecamatan Kemayoran Central Jakarta 2020-2021 school year. The data used is quantitative data proportional method of random sampling by looking at the Issac &Michael table. The population in this study amounted to 180 people with a sample of 119 respondents. Hypotheses are tested using path analysis and sobel tests. The results of research on model I are known to have a significant effect on school environments and self�efficacy has no significant effect on learning achievement. Model II is known to produce school environment and learning achievement has no significant effect, self-efficacy has a significant effect on the interest in continuing education to college. Model III is known to have a significant effect on school environment outcomes indirectly and self-efficacy does not have a significant effect indirectly on the interest in continuing education to college through mediation of student learning achievement. Keywords: School Environment, Self-Efficacy, Continuing Education to College, Learning Achievement