HUBUNGAN PERSEPSI TERHADAP PERHATIAN ORANG TUA DENGAN PRESTASI BELAJAR SISWA SEKOLAH DASAR

Abstract

Abstrak

Penelitian bertujuan untuk mengetahui hubungan persepsi terhadap perhatian orang tua dengan prestasi belajar siswa kelas V SD Negeri Pleret Lor, Panjatan, Kulon Progo. Jenis penelitian merupakan penelitian kuantitatif. Subjek penelitian adalah siswa kelas V yang berjumlah 15. Teknik pengumpulan data persepsi terhadap perhatian orang tua menggunakan skala dan untuk memperoleh data prestasi belajar digunakan teknik dokumenter. Uji validitas instrumen menggunakan teknik analisis faktor. Uji reliabilitas digunakan rumus alpha. Data yang diperoleh dianalisis dengan rumus korelasi product moment. Hasil perhitungan diperoleh koefisien korelasi (r) sebesar 0,824 sehingga disimpulkan terdapat hubungan yang positif antara persepsi terhadap perhatian orang tua dengan prestasi belajar siswa. Hal ini berarti semakin besar persepsi terhadap perhatian orang tua maka semakin tinggi prestasi belajar siswa. Koefisien determinasi sebesar 67,9% mempunyai arti bahwa sumbangan efektif persepsi perhatian orang tua terhadap prestasi belajar adalah 67,9% dan sisanya yaitu 32,1% dipengaruhi oleh faktor-faktor lain.

Kata Kunci: persepsi perhatian orang tua, prestasi belajar siswa

Abstract

This study aims to find out the relationship between perceptions of parents’ attention and the learning achievements of SD Negeri Pleret Lor. This was a quantitative study. The research subjects were Grade V students with a total of 15 students. The data on perceptions of parents’ attention were collected by a scale and the data on learning achievements by the documentation technique. The instrument validity was assessed by factor analysis. The reliability was assessed by the alpha formula. The data were analyzed by the product moment correlation formula. The result of the analysis shows a correlation coefficient (r) of 0.824 so that it is concluded that there is a positive relationship between perceptions of parents’ attention and students’ learning achievements. This means that the greater the perceptions of parents’ attention are, the higher the students’ learning achievements are. The coefficient of determination of 67.9% indicates that the effective contribution of perceptions of parents’ attention to learning achievements is 67.9% and the remaining 32.1% is affected by other factors. 

Keywords: perceptions of parents’ attention, students’ learning achievements