Pengaruh Minat Belajar Mahasiswa Dan Persepsi Mahasiswa Tentang Keterampilan Mengajar Dosen Terhadap Motivasi Belajar Pada Mata Kuliah Teori Akuntansi FKIP UMS Angkatan Tahun 2013
Daftar Isi:
- This study aims to determine: Effect 1) interest in learning students' motivation to learn the theory of accounting in accounting education students FKIP UMS 2013. 2) student perceptions of faculty teaching skills to motivate students to learn the theory of accounting in accounting education FKIP force UMS, 2013. 3) learning and students' perceptions about the teaching skills of lecturers on motivation to learn the theory of accounting education students akuntnsi FKIP UMS force in 2013. This research uses descriptive quantitative research methods. The population in this study were students who follow courses in accounting theory FKIP UMS force in 2013 as many as 80 students. The sampling technique using Proportional Random Sampling type as many as 65 students. The necessary data and documentation obtained through a questionnaire that has previously been tested by validity and reliability testing. Data analysis technique used is multiple linear regression, t-test, F, R2 test, and the relative contribution and effective. The results of the regression analysis obtained regression line; Y = 1,604 + 0,554X1 + 0,498X2. The equation shows that the motivation to learn in the course of accounting theory influenced by the interest of student learning and student perceptions of faculty teaching skills can be accepted. The conclusions drawn are: 1) Interest in learning students' motivation to learn accounting theory can be accepted, according to Hypothesis test (t test) note that t = 3.624> table = 1.999, and the value signnifikasi <0.05, namely 0.001 with the relative contribution of 50.3% and the effective contribution of 36.4%. 2) students' perceptions about the teaching skills of lecturers on motivation to learn accounting theory can be accepted. It is based on the hypothesis test (t test) note that tcount> ttable, namely 3.585> 1.999 and significance value <0.05, namely 0.001 with the relative contribution of 49.7% and the effective contribution of 36%. 3) the interest of student learning and students' perceptions about the teaching skills of lecturers on motivation to learn subjects of accounting theory can be accepted. This is based on test F known that Fhitung = 81.228> F table = 3.145 and a significance value <0.05, namely 0.000. The coefficient of determination (R2) of 0.724 indicates that the influence of learning and students' perceptions about the teaching skills of lecturers on motivation to learn the theory of accounting amounted to 72.4%, while the remaining 27.4% influenced other variables that are not in thoroughly by researchers.