Tiffany Shahnaz Rusli, 0103518020 (2020) PENGARUH PERSEPSI SISWA TENTANG KELEKATAN ORANG TUA DAN DUKUNGAN GURU TERHADAP HASIL BELAJAR IPA MELALUI MOTIVASI BELAJAR SEBAGAI VARIABEL INTERVENING (Studi Empiris pada Siswa SDN Se-Kecamatan Gajahmungkur Kota Semarang ). Masters thesis, UNNES.

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Abstract

The research was based on the low science learning outcomes obtained by students. The low science learning outcomes are influenced by various factors, including internal factors in the form of learning motivation and external factors in the form of parental attachment and teacher support. The purpose of the study was to determine the effect of parental attachment on student science learning outcomes, teacher support for science learning outcomes, parental attachment to learning motivation, teacher support for learning motivation, learning motivation on science learning outcomes, the role of learning motivation as a mediating effect of attachment. parents on science learning outcomes, and the role of learning motivation as a mediation for the influence of teacher support on science learning outcomes for fifth grade elementary school students. The population is all students of SD Negeri Gajahmungkur District, Semarang City. Sampling using one stage random sampling technique. The sample was calculated using the Slovin formula and obtained 128 respondents. The data collection method was done by using questionnaires, interviews, and documentation. The research data analysis method used path analysis with a significant level of 5%. The results showed that parental attachment had a positive and significant effect on science learning outcomes by 23,9%, teacher support had a positive and significant effect on science learning outcomes by 29,9%, parental attachment had a positive and significant effect on learning motivation by 44,5%, teacher support has a positive and significant effect on learning motivation by 29,3%, learning motivation has a positive and significant effect on science learning outcomes by 29,1%, parent attachment indirectly affects science learning outcomes through learning motivation by 12,9%, and teacher support has an indirect effect on science learning outcomes through the learning motivation of grade V elementary school students by 8,5%. The conclusion from the research is parental attachment, teacher support, and learning motivation have an influence on science learning outcomes. Suggestions for further researchers should be that when filling out the questionnaire, it is better if it is assisted by the interview method one by one of the respondents so that they can get more complete data and to develop the results of the research it is hoped that they will add other variables

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