Nina Ribut Surainah , 7101409053 (2013) PENGARUH PERSEPSI SISWA MENGENAI KOMPETENSI KEPRIBADIAN GURU, KOMPETENSI PROFESIONAL GURU DAN KESIAPAN BELAJAR TERHADAP PRESTASI BELAJAR MATA PELAJARAN EKONOMI (AKUNTANSI) MELALUI MOTIVASI BELAJAR SISWA KELAS XI IPS SMA NEGERI 9 SEMARANG TAHUN PELAJARAN 2012/2013. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

Learning achievement is affected by internal and external factors. The results on preliminary observations in SMA Negeri 9 Semarang showed that the learning of economy (accounting) in XI social science class has a low learning indication. The problem in this research is as much as 67.83% students of XI social science class has a value below the minimum completeness criteria. The purpose of the research were to determine the influence of student’s perceptions about teacher’s personal competence, teacher’s professional competence, learning readiness of the students toward learning motivation; to determine the direct and indirect influence of student’s perceptions about teacher’s personal competence, teacher’s professional competence, learning readiness of the students toward economics (accounting) learning achievement. The population of the research was all of the students at XI social science class SMA Negeri 9 Semarang, in the 2012/2013 academic year, amount to 139 students. The variable of the research were endogenous include learning achievement (Y) and exsogenous includes students perceptions about the teacher’s personal competence (X1), teacher’s professional competence (X2), learning readiness (X3), and intervening variable which was learning motivation. The methods of collecting data were documentation and questionnaires. Method of analyzing the data were percentage descriptive analysis, confirmatory analysis, Structural Equation Modeling (SEM) analysis and SEM assumption test which consisted of normality test and outliers. The results showed that direct influence of personal competence toward motivation was 21,9%, professional competence toward motivation was 25,1%, learning readiness toward motivation was 22,5%, motivation toward learning achievement was 19,9%, personal competence toward learning achievement was 22%, professional competence toward learning achievement was 23,1%, learning readiness toward learning achievement was 18,3%, and indirect influence of personal competence toward learning achievement through motivation was 26,4%, professional competence toward learning achievement through motivation was 28,1%, learning readiness toward learning achievement through motivation was 22,8%.

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