LEARNING OUTCOMES: SOCIAL SUPPORT, SELF-CONFIDENCE, AND ECONOMIC LEARNING MOTIVATION

Purpose this study is to know (1) motivation and economic learning outcomes of specialization students Social Sciences Studies, (2) motivation and learning outcomes of cross-interest economic learning Mathematics and Natural Sciences, and (3) the significant differences between motivation and economic learning students outcomes of specialization Social Sciences Studies and cross-interest Mathematics and Natural Sciences. The design is quantitative study using comparative methods. The population is class X students of specialization Social Sciences Studies and Mathematics and Natural Sciences who had economic cross-interest subjects totaled 332 students with sample taken totaled 192 students. Instruments is used questionnaire and documentation. The data analysis is Independent-Sample T-test. The results is (1) learning motivation economic of specialization students Social Sciences Studies is in the high category and learning outcomes economic are in the sufficient category, (2) learning motivation economic of cross-interest Mathematics and Natural Sciences is in the high category and learning outcomes economic are in the sufficient category, and (3) there are significant difference between motivation and economic learning outcomes in specialization based students Social Sciences Studies and cross-interest based students Mathematics and Natural Sciences.

The purpose of this study is to investigate the relationships among lifelong learning motivation, social support, learning engagement, and learning outcomes in Chinese adult women to enhance their lifelong learning performance. The research examines differences in lifelong learning motivation, social support, learning engagement, and learning outcomes among Chinese adult women based on background variables. Additionally, the study analyzes the structural relationships between these variables and explores the mediating effects of social support and learning engagement. According to the results, adult women's motivation for lifelong learning has a positive impact on learning outcomes, and both learning orientation and goal orientation also positively influence learning outcomes. Positive relationships were observed between lifelong learning motivation and social support, learning orientation and social support, as well as goal orientation and social support. In terms of the relationship with learning engagement, both lifelong learning motivation and learning orientation had a positive impact, while the relationship with goal orientation was not significant. Furthermore, indirect effects of social support and learning engagement on learning outcomes were confirmed. Social support mediated the relationship between lifelong learning motivation and learning outcomes, as well as between learning orientation and learning outcomes, and goal orientation and learning outcomes. The study's findings highlight that Chinese women's lifelong learning motivation positively influences learning outcomes through social support and learning engagement. Consequently, the study suggests strategies to enhance lifelong learning motivation, improve social support, and foster learning engagement in Chinese women to elevate their learning outcomes. Efforts are emphasized to strengthen social support and promote diverse learning activities for the positive influence of women's lifelong learning motivation on learning engagement and outcomes.

The problem in this study is the low quality of learning Business Economics class X Office Automation and Governance, which is known from the average student learning outcomes in the subject of Business Economics only reaching 67.43, in other words it has not reached the specified KKM, which is equal to 78, this is due to the lack of use of media images with learning models in the teaching and learning process, lack of student interest, and low student learning outcomes in learning Business Economics. Therefore, this research discusses the use of media images with the Examples Non Examples learning model to improve student learning outcomes in class X Business Economics Automation and Office Management at SMK Negeri 8 Samarinda.
 This study uses the Classroom Action Research (PTK) method, the research procedure used is in the form of cycles and each cycle is carried out through four stages, namely: planning, implementing, observing, and reflecting. The data collection technique was carried out using qualitative techniques, while the data collection tool used was a question instrument. The subjects of this study were class X students of Office Automation and Governance at SMK Negeri 8 Samarinda with a total of 35 students.
 The results showed that the use of media images with the Examples Non Examples learning model can improve student learning outcomes in learning Business Economics. This can be seen from the completeness of student learning outcomes in the pre-cycle, namely 18 students (51.43%), there was an increase in cycle I, namely 27 students (77.14%) and in cycle II it increased to 35 students (100%).
 Based on the results of the study, it can be concluded that the use of media images with the Examples Non Examples learning model can improve student learning outcomes in the subject of Business Economics class X Office Automation and Management at SMK Negeri 8 Samarinda.

Economic is one of the compulsory subjects of social science in package C equivalence of Senior High School. Student’s consumption attitude can be observed based on their understanding of that subject. This research is important to do that. This is quantitative research designed explanatory causality. The population in this research is students of Class XI package C of all Sumbawa regency and the sampling technique is multistage random sampling. It is since this research aims to know the effect of intensity of economic learning, lifestyle, and student’s achievement of economic lesson towards student’s consumptions rationality of package C equivalence to Senior High School. So that the data analysis used the causal model by Baron and Kenny. The findings of this study showed that (1) the intensity of economic have study significant effect on the student’s consumption rationality, (2) lifestyles have significant negative effect on the student’s consumption rationality, (3) lifestyles of student’s life have a significant effect on students learning outcomes, (4) the intensity of economic learning has a significant effect on learning outcomes, (5) economic learning has a significant effect on student’s consumption rationality, (6) the lifestyles of students have a significant negative effect on consumption rationality through learning outcomes of economics, and (7) the intensity of economics learning significantly influence the consumption rationality through economic learning outcomes.

This research aims 1) To find out an overview of the implementation of the snowball throwing model. 2) To find out the picture of economics students' learning outcomes on the main topic of demand and supply before and after using the snowball throwing model. 3) To see the influence of the application of the snowball throwing model on the learning outcomes of economics students on the main topic of supply and demand in Class X MA Islamiyah Padang Garugur. The population in this study were all students of Class X MA Islamiyah Padang Garugur, consisting of 1 class totaling 38 students. The sample IS Class X with a total of 38 people. Based on the results of the research conducted, it can be concluded that the description of the use of the snowball throwing model in Class An overview of the results of studying economics on the main topic of demand and supply in Class Meanwhile, the description of the results of studying economics on the main topic of demand and supply in Class Through the hypothesis test carried out, it is known that the calculated t value is 2.810, while the significant value obtained is 0.000, so it is known that the Sig. (2-tailed) < 0.05. "This means that there is a significant influence between the use of the snowball throwing model on student learning outcomes on the main topic of demand and supply in Class X MA Islamiyah Padang Garugur North Padang Lawas." This means that there is a significant influence between the snowball throwing model on economic learning outcomes on the main topic of supply and demand for Class X students at MA Islamiyah Padang Garugur

Abstract
 Problem: From observations and preliminary research conducted, information is obtained that the daily test for the field of Economics study is still below the KKM, in this case SMA Kutabumi I Tangerang, West Java set the KKM for the field of Economics study is 70. However, the average student learning outcomes X for the first daily test reaches a value of 60.22 so 40% of students must take remedial. 
 Purpose: To determine the effect of the Think Pair Share Model on Economics Learning Outcomes in Class X Students at SMA Kotabumi Tangerang, Banten. 
 Methodology: Methodology This research uses quantitative methods which are carried out through the experimental method, namely by giving different treatments to the control class and the experimental class, then from the treatment, the learning outcomes that may be achieved by the two groups will be compared. 
 Results/Findings: learning through Think Pair Share model has an average learning outcome of 85.26, while the lowest score is 73.00 and the highest score is 97.00. This value is higher than the achievement of student learning outcomes who are given learning through Problem Based Instruction (PBI) where the average value of learning outcomes is 63.68 and the lowest score is 57.00 and the highest score is 73.00. 
 Paper type : Eksperiment. 
 Keywords: Think Pair Share Model, Economic Learning Outcomes,

This study aims to determine the increase in economic learning outcomes and activities of students of class XI IPS 1 in Palangka Raya Muhammadiyah High School in economic learning using cooperative learning models of group investigations. The method used in this study was to use the Classroom Action Research design. The subjects in this study were 23 students. The results of the study showed that the learning outcomes and learning activities of students increased. This is evident from the average score of economic learning activities of students in the first cycle to the second cycle, which is 43.8 which includes a category increased to 47 which includes a very increasing category. the pre-test learning outcomes averaged 52.82 with 39% completeness, the post-test results in the first cycle average score 77.39 with completeness 69.5%, and the post-test results in cycle II averaged 99.13 with completeness 100% criteria are very achievable.

Technological advances and the rapid flow of information through the internet have affected the lives of generation Z, one of which is the change in consumptive attitudes that are increasing. However, some of Generation Z still have a very low awareness of digital literacy. The results of economic learning are seen to be able to determine the economic expectations of generation Z and be able to foster financial intelligence in economic independence. This study aims to investigate the effect of economic learning outcomes and economic expectations on Economic Independence in generation Z, with financial intelligence as a moderating factor. This type of research is quantitative research with a descriptive approach and uses a questionnaire as a data source. The sampling method used was Proportionate Stratified Random Sampling, and the number of samples obtained was 77 students at Makassar State University. The data analysis used in this study is the PLS method through SmartPLS software and inferential statistical analysis using the warpPLS version 4.0 program. The results showed that economic expectations and financial intelligence have a positive and significant influence on Economic Independence, while economic learning outcomes do not have a significant effect. The findings provide important insights into the factors that influence generation Z's economic independence and the implications for the development of economic literacy

This study aims to produce optimal strategies, methods, and solutions to improve Teacher Engagement by strengthening the variables of Creativity, Organizational Support, and Adversity Intelligence as independent variables and the variable of Achievement Motivation as an intervening variable. The sample selected based on the Taro Yamane formula from a population of 463 resulted in 215 samples taken by proportional random sampling in 7 Districts in Karawang Regency. This study uses a survey method with a path analysis approach and is continued with SITOREM analysis. The results of this study can be concluded: 1) There is a significant positive direct effect between creativity (X1) on teacher engagement (Y) with βy1 = 0.278, so that strengthening creativity (X1) can increase teacher engagement (Y); There is a significant positive direct effect between organizational support (X2) on teacher engagement (Y) with βy2 = 0.307, so that strengthening organizational support (X2) can increase teacher engagement (Y); There is a significant positive direct effect between adversity intelligence (X3) on teacher engagement (Y) with βy3 = 0.134 so that strengthening adversity intelligence (X3) can increase teacher engagement (Y); There is a significant positive direct effect between achievement motivation (X4) on teacher engagement (Y) with βy4 = 0.267, so that strengthening achievement motivation (X4) can increase teacher engagement (Y); There is a significant positive direct effect between creativity (X1) on achievement motivation (X4) with βx1x4 = 0.232, so that strengthening creativity (X1) can increase achievement motivation (X4); There is a significant positive direct effect between organizational support (X2) on achievement motivation (X4) with βx2x4 = 0.276, so that strengthening organizational support (X2) can increase achievement motivation (X4); There is a significant positive direct effect between adversity intelligence (X3) on achievement motivation (X4) with βx3x4 = 0.238, so that strengthening adversity intelligence (X3) can increase achievement motivation (X4); There is a significant positive indirect effect between creativity (X1) on teacher engagement (Y) through achievement motivation (X4) with β14y = 0.074, so that strengthening creativity (X1) can increase teacher engagement (Y) through achievement motivation (X4). Achievement motivation (X4) cannot function effectively as an intervening variable between creativity (X1) and teacher engagement (Y) because the direct influence is greater than the indirect influence; There is a significant positive indirect influence between organizational support (X2) on teacher engagement (Y) through achievement motivation (X4) with β24y = 0.082, so that strengthening organizational support (X2) can increase teacher engagement (Y) through achievement motivation (X4). However, achievement motivation (X4) cannot function effectively as an intervening variable between organizational support (X2) and teacher engagement (Y) because the direct influence is greater than the indirect influence. There is a significant positive indirect influence between adversity intelligence (X3) on teacher engagement (Y) through achievement motivation (X4) with β34y = 0.036 so strengthening adversity intelligence (X3) can increase teacher engagement (Y) through achievement motivation (X4). However, achievement motivation (X4) cannot function effectively as an intervening variable between adversity intelligence (X3) and teacher engagement (Y) because the direct influence is greater than the indirect influence. The results of the SITOREM analysis show that the indicators that are still weak and need to be improved are: 1st Providing justice (Fairness), 2nd Organizational Rewards, 3rd Acting smartly in seeking opportunities; 4th Habits of behavior in solving problems; 5th Behavior interested in complex things, 6th The drive to excel in competition, 7th The need for long-term career success, 8th Strong drive to get feedback on performance, 9th Attitude of controlling difficulties (Control), 10th Attitude facing difficulties (Ownership), 11th Work Engagement (Loyalty), 12th Career Development, 13th Work spirit (vigor), and 14th Work (absorption). The indicators that are maintained and developed are: 1) Leadership Support, 2) Working Conditions, 3) Originality in developing something new or different, 4) Open behavior in accepting new ideas and concepts; 5) Acting persistently in trying; 6) need to work intensively (diligent, focused) in carrying out tasks, 7) Liking challenges and competition, 8) Having a systematic and realizable work plan, 9) Attitude towards the origin of difficulties (Origin), 10) Attitude anticipating the impact of difficulties (Reach), 11) Endurance towards difficulties (Endurance), 12) Dedication, 13) Concern for Productivity, and 14) Sense of Ownership.

In finding information, we often experience difficulties, but having a website makes it easier for us to obtain information, one of which is on the educational website, namely SMK Negeri 4 Jambi City, which is a site that provides information about schools, accepting new students and other information. However, the information service available on the SMK Negeri 4 Jambi City website still has a number of problems, including the student menu, which is in the rules and regulations section, the alumni menu is in the alumni directory section, the work unit menu is in the job fair (BKK) section, curriculum, and student affairs. The purpose of this study was to determine the quality of the website at SMK Negeri 4 Jambi City using the webqual (Website Quality) method. The webqual method itself consists of several dimensions, namely quality of use, quality of information, quality of service interaction with quantitative data analysis techniques obtained from questionnaires. With a total sample of 100 respondents and data processing using SmartPLS 4 software. The results showed that of the 3 (three) variables in the model (hypotheses) tested, 2 hypotheses had a significant effect and 1 other hypothesis had no significant effect. The 2 hypotheses accepted are H2 and H3. While 1 hypothesis that is rejected is H1. Overall the website of SMK Negeri 4 Jambi City has a positive impact

This study aims to determine the effect of the effectiveness of visual learning media on economic learning outcomes across interests of class X students at SMAN 1 Kampar Kiri. The method used in this study is a correlational method with a quantitative approach. The sample used in the study was 73 people. The data collection method used in this study used questionnaires and tests, test instruments to determine learning outcomes and questionnaires to determine student responses to the use of visual power point media. The analytical techniques used were descriptive analysis, classical assumption tests and simple linear regression. The research results obtained showed that the effectiveness of visual learning media had a positive and significant effect on student learning outcomes with the regression equation Y = 4,272 + 0.813 (X)X1 + e and contributed 48% and the rest was influenced by other factors not examined.

<p align="center"><strong>Abstract</strong><em> </em></p><p><em>The study was aimed to determine (1) the effect of self-regulated learning on students’ </em><em>learning outcomes of OTKP students grade XII in Public Relations and Protocol Administration subject at SMK Negeri 3 Surakarta in year 2020/2021; (2) the effect of social environment on students’ learning outcomes of OTKP students grade XII in Public Relations and Protocol Administration subject at SMK Negeri 3 Surakarta in year 2020/2021; and (3) the effect of self-regulated learning and social environment on students’ learning outcomes of OTKP students grade XII in Public Relations and Protocol Administration subject at SMK Negeri 3 Surakarta in year 2020/2021. This study was quantitative research with a correlational method. The population of this study was twelfth grade students OTKP of SMK Negeri 3 Surakarta in the 2020/2021 academic year, 102 students. The researcher used incidental sampling with 81 students as the sample. The data were collected using documentation and questionnaires. The data self-regulated learning and social environment were collected using questionnaires, meanwhile the data of students’ learning outcomes were collected using documentation. Then the data were analyzed using a prerequisite test and multiple linear regression analysis using IBM SPSS 22.0 program. This result of study showed that: (1) there was a positive effect of self-regulated learning on student’ learning outcomes of twelfth grade students of OTKP SMK Negeri 3 Surakarta year 2020/2021 with t-value 1,995 > t-table 1,99085; (2) there was a positive effect of social environment on students’ learning outcomes grade XII OTKP students at SMK N 3 Surakarta year 2020/2021 with t-value 2,253 > t-table 1,99085; and (3) there was a positive effect of self-regulated learning and social environment on students’ learning outcomes of grade XII OTKP students at SMK N 3 Surakarta year 2020/2021 with F-value 13,088 > F-table 3,11.</em></p>

This study aims to examine the direct effect of teacher teaching variations and student interest in learning outcomes of class X IS students of SMA Pertiwi 1 Padang on economic subjects in the 2018/2019 school year. The population in this study were all students of class X IS in SMA Pertiwi 1 Padang. The sample used is the total sample. Data collection techniques using questionnaires, observations, interviews and documentation. This type of research is quantitative descriptive. Test analysis conducted is a test of normality, homogeneity and path analysis. The results of this study indicate that (1) there is no effect of teacher teaching variations on student learning outcomes, (2) there is no effect of student learning interest on student learning outcomes, (3) there is an influence between variations in teacher teaching methods on student learning interests. the suggestions of the researchers in this study are (1) to the principal to provide training to teachers in an effort to improve teaching skills to all teachers in the field of study in SMA Pertiwi 1 padang especially the ability to implement varied, effective and efficient learning methods. (2) to teachers to attend training held by schools to be able to hold teaching methods that are not only varied but also effective and efficient. And pay attention to the development of student learning outcomes, so that they can be evaluated so that students can obtain satisfying learning outcomes and strive to pay attention to other factors beyond which the researcher is careful to improve student learning outcomes that are more dominant.(3) students are advised to be serious in following the learning process, increase interest in reading more books or articles on economics and repeat lessons when at home so they do not forget and have difficulty answering exam questions.(4) to researchers to conduct deeper research regarding the factors that influence student learning outcomes, especially those outside of the current research researchers. Keyword: variations in teaching, interest in learning, economic learning outcomes

The problem in this research is the low value of the subjects implementing the basics of electronics X Mechanical Audio Video SMK Negeri 1 Batipuh. Minimum completeness criteria (KKM) assigned to the lesson applies the basics of electronics students of Class X Mechanical Audio Video SMK Negeri 1 Batipuh was 7.22 with a range of values (0-10). The fact that 69.23% students get to apply the basics of electronics of <7.22 and 30.77% of students gained grades ≥ 7.22 in the academic year 2015/2016.The purpose of this study to reveal how much the contribution Perceptions of students on Teachers Teaching Skills and Motivation to Apply Learning Outcomes subjects Fundamentals of Electronics at SMK Negeri 1 Batipuh. The study population numbered 52 people and a sample of 35 students of class X Audio Video Engineering department at SMK Negeri 1 Batipuh. Data perceptions of students about teachers' teaching skills and learning motivation were collected through a questionnaire distributed to students of class X Audio Video Engineering program membership in SMK Negeri 1 Batipuh using a Likert scale that has been tested for validity and reliability. While the data is the result of class X student majoring in Engineering Audio Video obtained from the Administrative SMK Negeri 1 Batipuh.The results of data analysis showed that that (1) Perceptions of students On Skills Teachers and motivation to learn together make a significant contribution of 45.21% to the learning outcomes Applying Fundamentals of Electronics at SMK Negeri 1 Batipuh (2) Student Perceptions About Teaching skills Teachers make a significant contribution of 15.60% to the learning outcomes Applying Fundamentals of Electronics at SMK Negeri 1 Batipuh (3) learning motivation contribute significantly by 12.57% to the learning outcomes Applying Bases in SMK Electronics 1 Batipuh. So it can be concluded that the perception of students On Skills Teachers and motivation to learn together and partially berkontriusi the Learning Results subjects Applying Fundamentals of Electronics student at SMK 1 Batipuh, the more positive the Student Perceptions About Skills Teachers and the better Motivation, then increasing learning results obtained by the students. Keywords: Student Perceptions of Teaching Teachers About Skills, Motivation, Learning Outcomes.

Various innovations in implementing learning activities are efforts to support the implementation of the Merdeka curriculum. One of the innovations was carried out by developing the Android-based " Money Adventure E-module " in economic learning. The Money Adventure e-module is expected to provide a pleasant learning experience and overcome difficulties in understanding money and payment instruments, as well as improving student learning outcomes. This research aims to develop Android-based e-modules as effective learning materials in economics learning to support the implementation of the Merdeka curriculum at SMAN 1 Tulungagung. The development of this e-module was carried out using the 4D model from Thiagrajan, which was followed by testing the effectiveness of the e-module in improving student learning outcomes, through quasi-experimental activities with a nonequivalent control group design model, in class X-2 as an experimental class and class X - 3 as a control class. The material expert validation test results were 91.67 % with very good criteria, while the material and learning media expert validation results were 88.33% with good criteria. The Money Adventure e-module has proven effective in improving student learning outcomes in learning economics regarding money and payment instruments. This can be seen from the average post-test score for the experimental class (88.19 ) which is higher than the control class (65.83). This is also reinforced by the results of the average difference test for the experimental class and the control class which shows that there is a significant difference between the learning outcomes of the experimental class and the control class