PENGARUH GAYA MENGAJAR GURU DAN DUKUNGAN SOSIAL TERHADAP SELF-EFFICACY DAN MOTIVASI BELAJAR SISWA KELAS XI SMK NEGERI 44 JAKARTA

DESTRIA AMARA, . (2026) PENGARUH GAYA MENGAJAR GURU DAN DUKUNGAN SOSIAL TERHADAP SELF-EFFICACY DAN MOTIVASI BELAJAR SISWA KELAS XI SMK NEGERI 44 JAKARTA. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh gaya mengajar guru dan dukungan sosial terhadap self-efficacy dan motivasi belajar siswa kelas XI SMK Negeri 44 Jakarta. Metode yang digunakan adalah pendekatan kuantitatif dengan jumlah populasi sebanyak 210 siswa, kemudian sampel penelitian ditentukan sebanyak 136 siswa. Pengumpulan data dilakukan melalui kuesioner online dalam bentuk google form. Pengolahan dan analisis data dilakukan menggunakan Structural Equation Modeling (SEM) berbasis Partial Least Squares (PLS) dengan perangkat lunak SmartPLS 4.0. Hasil pengujian outer model menunjukkan bahwa seluruh indikator telah memenuhi kriteria convergent validity, discriminant validity (HTMT < 0,85), serta reliabilitas dengan nilai composite reliability dan cronbach's alpha di atas 0,70. Sementara itu, evaluasi inner model menghasilkan nilai R-Square sebesar 0,413 untuk variabel self-efficacy dan 0,457 untuk variabel motivasi belajar. Pengujian hipotesis menunjukkan bahwa gaya mengajar guru (β = 0,397; t-value = 3,908; p-value = 0,000) dan dukungan sosial (β = 0,318; t-value = 3,069; p-value = 0,002) berpengaruh positif dan signifikan terhadap self-efficacy. Selain itu, dukungan sosial (β = 0,357; t-value = 3,040; p-value = 0,002) dan self-efficacy (β = 0,281; t-value = 2,295; p-value = 0,022) berpengaruh positif dan signifikan terhadap motivasi belajar. Sebaliknya, gaya mengajar guru tidak berpengaruh signifikan terhadap motivasi belajar (β = 0,151; t-value = 1,311; p-value = 0,190). Implikasi penelitian ini menunjukkan bahwa siswa memiliki keyakinan yang tinggi dalam mencapai target belajar; cita-cita masa depan menjadi faktor utama yang mendorong motivasi belajar; guru menjadi sumber dukungan sosial yang paling dirasakan siswa; serta komunikasi nonverbal guru telah mendukung terciptanya pembelajaran yang menarik, meskipun aspek kecepatan berbicara masih perlu ditingkatkan. Kata kunci: gaya mengajar guru; dukungan sosial; self-efficacy; motivasi belajar ***** This study aims to analyze the influence of teachers’ teaching styles and social support on the self-efficacy and learning motivation of 11th-grade students at SMK Negeri 44 Jakarta. The method used was a quantitative approach with a population of 210 students; the research sample consisted of 136 students. Data collection was conducted via an online questionnaire using Google Forms. Data processing and analysis were performed using Partial Least Squares (PLS)-based Structural Equation Modeling (SEM) with SmartPLS 4.0 software. The results of the outer model test showed that all indicators met the criteria for convergent validity, discriminant validity (HTMT < 0.85), and reliability, with composite reliability and Cronbach’s alpha values above 0.70. Meanwhile, the inner model evaluation yielded an R-Square value of 0.413 for the self-efficacy variable and 0.457 for the learning motivation variable. Hypothesis testing showed that teaching style (β = 0,397; t-value = 3,908; p-value = 0,000) and social support (β = 0,318; t-value = 3,069; p-value = 0,002) had a positive and significant effect on self-efficacy. In addition, social support (β = 0,357; t-value = 3,040; p-value = 0,002) and self-efficacy (β = 0,281; t-value = 2,295; p-value = 0,022) had positive and significant effects on learning motivation. Conversely, the teacher’s teaching style did not have a significant effect on learning motivation (β = 0,151; t-value = 1,311; p-value = 0,190). The implications of this study indicate that students have high confidence in achieving their learning goals; future aspirations are the primary factor driving learning motivation; teachers are the source of social support most felt by students; and teachers’ nonverbal communication has supported the creation of engaging learning experiences, although the pace of speech still needs improvement. Keywords: Teachers’ Teaching Styles; Social Support; Self-Efficacy; Learning Motivation

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dita Puruwita, S.Pd., M.Si, Ph.D 2). Rizka Zakiah, M.Pd
Subjects:	Pendidikan > Penelitian Tindakan Kelas Pendidikan > Pendidikan Kejuruan dan Sekolah Kejuruan
Divisions:	FE > S1 Pendidikan Bisnis
Depositing User:	Users 35673 not found.
Date Deposited:	10 Aug 2026 04:46
Last Modified:	11 Aug 2026 06:54
URI:	http://repository.unj.ac.id/id/eprint/69360

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