Electronic Theses and Dissertation

Penelitian ini bertujuan untuk mengetahui hubungan interaksi edukatif dan lingkungan sosial dengan hasil belajar geografi siswa kelas XI SMA Negeri 1 Kota Langsa. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis penelitian korelasional. Populasi penelitian terdiri atas seluruh siswa kelas XI IPS SMA Negeri 1 Kota Langsa yang berjumlah 101 siswa dan seluruh populasi dijadikan sampel dengan teknik sampling jenuh. Data interaksi edukatif dan lingkungan sosial dikumpulkan menggunakan angket skala Likert yang telah diuji validitas dan reliabilitasnya, sedangkan data hasil belajar diperoleh melalui dokumentasi nilai siswa. Analisis data menggunakan regresi linear berganda yang didahului dengan uji asumsi klasik. Hasil penelitian menunjukkan bahwa secara parsial interaksi edukatif berpengaruh positif dan signifikan terhadap hasil belajar geografi siswa dengan nilai t-hitung sebesar 8,521 dan nilai signifikansi 0,000 (< 0,05). Sementara itu, lingkungan sosial tidak berpengaruh signifikan terhadap hasil belajar geografi siswa dengan nilai t-hitung sebesar 1,421 dan nilai signifikansi 0,159 (> 0,05). Secara simultan, interaksi edukatif dan lingkungan sosial berpengaruh signifikan terhadap hasil belajar geografi siswa yang ditunjukkan oleh nilai F-hitung sebesar 186,72 dengan signifikansi 0,000 (< 0,05). Nilai koefisien determinasi (R²) sebesar 0,792 menunjukkan bahwa 79,2% variasi hasil belajar geografi dapat dijelaskan oleh interaksi edukatif dan lingkungan sosial, sedangkan sisanya sebesar 20,8% dipengaruhi oleh faktor lain di luar penelitian. Dengan demikian, interaksi edukatif merupakan faktor yang lebih dominan dalam meningkatkan hasil belajar geografi siswa dibandingkan lingkungan sosial.

This study aimed to determine the relationship between educational interaction and social environment on the geography learning outcomes of Grade XI students at SMA Negeri 1 Langsa City. This research employed a quantitative approach with a correlational design. The population consisted of 101 Grade XI students, and all members of the population were selected as the sample using a saturated sampling technique. Data on educational interaction and social environment were collected through Likert-scale questionnaires that had been tested for validity and reliability, while learning outcome data were obtained from students’ academic records. Data were analyzed using multiple linear regression preceded by classical assumption tests. The results showed that educational interaction had a positive and significant effect on geography learning outcomes, with a t-value of 8.521 and a significance value of 0.000 (< 0.05). Meanwhile, the social environment did not have a significant effect on geography learning outcomes, with a t-value of 1.421 and a significance value of 0.159 (> 0.05). Simultaneously, educational interaction and social environment had a significant effect on geography learning outcomes, as indicated by an F-value of 186.72 with a significance level of 0.000 (< 0.05). The coefficient of determination (R²) was 0.792, indicating that 79.2% of the variance in geography learning outcomes could be explained by educational interaction and social environment, while the remaining 20.8% was influenced by other factors outside the scope of this study. Therefore, educational interaction was found to be the more dominant factor in improving students’ geography learning outcomes.