

Correlations between Socio-economic Background and Motivation

Learning with Student Learning Outcomeson Field Study Arabic

Nur Fadli Hazhar Fachrial

, Madian Muchlish

and Aziz Fachrurrozi

Islamic University of Jakarta, Indonesia

State Islamic University of Jakarta, Indonesia

Keywords: Socio-Economic Background, Motivation Learning, Student Learning Outcomes

Abstract: Socio-economic background is something underlying conditions that describe the status, income, and

education levels of the family in society based on the economic conditions of life or property. Motivation to

learn is the tendency of students to achieve academic activities meaningful and beneficial and try to profit

from the activity. Students who have the motivation to learn will heed the lessons delivered, read the material

so that it can understand and use specific learning strategies that support. Student learning outcomes are

changes in student behavior as a result of learning which includes cognitive, affective, and psychomotor. This

study aimed to determine the correlation between socio-economic background and motivation to learn

together with the student learning outcomes in the field of study of Arabic at Government Elementary School

Mampang Prapatan Jakarta. The population in this study were 183 students, the samples are 46 students or

25%. Sampling was done by random. This study using inferential analysis, the correlation analysis. Before

the correlation analysis, first performed normality test, homogeneity and linearity test. Research results found

that there is a significant correlation between socio-economic background and learning motivation with

student learning outcomes.

1 INTRODUCTION

National education aims elaborated students'

potentials to become a man of faith and fear of God

Almighty, noble, healthy, knowledgeable, skilled,

creative, independent, and become citizens of a

democratic and responsible in order to achieve the life

of the nation. Likewise, the national education serves

to develop the ability and character development and

civilization of the nation's dignity in the context of

educating the nation (Department of Education,

2003).

There are at least three requirements that must be

considered in the development of education in order

to contribute to improving the quality of human

resources, namely: means of building, quality books,

teachers and educational staff professional.

One of the causes of underdevelopment and the

deterioration of education in Indonesia is the absence

of a strategic vision that puts education as a leading

sector. Society respective political elites consider

education as a complement to the sector in national

development strategies. It can be seen from the low

government spending on education and society.

Government spending on education amounted to 9%

of PDB, while public expenditure for field educators

by 1.7%, lower than Vietnam

at 2.7%. Philippines 2.2%, Singapore 3%,

Thailand 4.2%, and Malaysia amounted to 5.3%,

which comes out on top in terms spending funds by

communities in the ASEAN region (Wibawa, 2005).

Deterioration of education in Indonesia is not just

happening in schools that are under the auspices of

the Ministry of National Education, but also occurs in

schools under the auspices of the Ministry of

Religious Affairs, better known by the name of

madrasah (school). This fact is reflected in the lack

readiness and lack of ability stakeholders, educators

and education personnel who are in madrasah

(school) to compete and compete in a healthy and

competitive with teachers and education staff who are

in public schools, both in improving the quality and

capacity as professional educators and certified by an

accredited college.

To address the deterioration of education in

Indonesia need to restructure the education system as

a whole, especially with regard to the quality of

education, as well as its relevance to the needs of

Hazhar Fachrial, N., Muchlish, M. and Fachrurrozi, A.

Correlations between Socio-economic Background and Motivation Learning with Student Learning Outcomes on Field Study Arabic.

DOI: 10.5220/0009941922832292

In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 2283-2292

ISBN: 978-989-758-458-9

2283

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society and the world of work, education

management, decentralization of education, quality

standards, investments in education, technology for

education and training of teachers and lecturers

conducted continuously so as to produce educators

who are creative, professional, and fun, so as to create

a conducive learning environment, learning

environment that challenges and is able to provide

learning with fun, as if they were the streets in places

of recreation, and they garda forefront of the

advancement of this nation, in the hope they could be

role models as well as the heroes of Indonesia such as

education; Ki Hajar Dewantara, Dr. Cipto

Mangunkusumo, and Dr. Douwes Dekker, they

pioneered national education by establishing Taman

Siswa in 1922, and gradually increase the

understanding, awareness and intelligence of

Indonesian society, so that it becomes an independent

nation, and sovereign as it is today (Mulyasa, 2008).

The success or failure of education, basically can

be seen from the achievements of learners who have

participated in the educational or instructional

teaching and learning process has taken place.

Changes are expected to be a change in behavior or

achievement of learning, thinking skills and attitudes

that can be used to achieve a more decent life.

However, educational efforts do not always produce

the desired achievement, can sometimes be managed

satisfactorily sometimes because there is a failure.

Factors of success and failure of students in

achieving a learning achievement, depending on

several factors including; Internal factors eksternal

school and school factors such as community and

family life. In the family, children receive informal

education, when children live in a family

environment that is harmonious, caring, affection,

then this affluent economy will grow at a steady

pattern of personality. Conversely if the economy of

the parents is insufficient premises good, full of

contention, not pleasant home atmosphere, parental

control is lacking, lack of motivation to learn from

themselves and their parents, it could hamper the

achievement of which will be achieved by students.

Basically the responsibility of parents in

educating children to get a good education is very

heavy, because it costs relatively little cost. Each

individual involved in the learning process must pay

necessary. Education costs that may include matters

relating to the primary needs, such as textbooks, and

the secondary needs such as bags, shoes and other

tertiary needs such as private and courses.

Student learning outcomes than specified by

socio-economic background, is also determined by

the students' motivation to succes. From this sense as

well known there are differences in learning

activities, suspected to be due to a difference in the

interest, motivation and patterns of use of time in

learning activities in addition to possible cognitive

background of students.

In learning activities, especially in the field of

Arabic studies the amount of encouragement or

motivation to learn each student must be different,

there are highly motivated and there that have low

motivation. Motivation someone has two

components, namely component in the (inner

component) and external components (outer

component). Components inside is a change in the

person, the circumstances are not satisfied, and

psychological tension. External components is what a

person wants, the goal to which his behavior.

One's motivation is influenced by two factors: the

factors of the (internal) da factors outside (external).

Factors of the inside can be caused by the individual's

ability to achieve an optimal result and a passion for

travel. External factors can be caused by many things,

for example encouragement from parents, friends and

teachers.

The success or failure of students is determined by

many factors, among others, teachers, curriculum,

facilities and infrastructure, administration and

students' motivation and their socio-economic

background. Therefore, the role of teacher let

functioned as possible, let the teacher is able to

become educators, teachers, counselors, coaches,

advisors. reformer, a model and example, private

investigators, driving creativity, actors, routine,

storyteller, emansivator, evaluators, preservatives

and kulminator good.

Arabic is the field of study is one of the

characteristics of the madrasas both from primary

school level to aliyah. But unfortunately Arabic

lessons have not been able to attract the attention of

students, parents, and community. This can be seen

from the lack of motivation, interest in students so

that student learning outcomes in the field of Arabic

studies unsatisfactory. Presumably it is still necessary

to hold studies to get the answer. Therefore, in this

study will be disclosed if there is a correlation

between socio-economic background and motivation

to learn with the learning outcomes of students in the

field of Arabic studies at the Madrasah Mampang

Prapatan Jakarta.

The problems of this study can be formulated,

namely; whether there is a correlation between socio-

economic backgrounds with student learning

outcomes?, whether there is a correlation between

learning motivation and learning outcomes of

students?, and whether there is a correlation between

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socio-economic background and motivation to learn

together with the results of student learning?

2 THEORY

2.1 Socio-economic Background

Socio-economic status is a level that is owned by a

person based on the ability to meet the needs of alive

daily income or earned income so as to have a role in

a person's social status in the structure of society.

Income or job can also determine the level of a

person's status (Thamrin, 1986). According

Bunyamin (1995) that a person's socio-economic

status can be viewed in terms of income, wealth and

position.

According to Arifin (1999) that socioeconomic

status affects the index of student learning outcomes,

so that the socio-economic situation has something to

do with the intelligence of children, so that in general,

children who are good at learning from affluent

families are indicated by coefficient. Socio-economic

situation the family has a role in the development of

children. For example, children whose parents earn

enough (their socio-economic enough), then the

children get more opportunities to develop a variety

of skills, and vice versa.

Placement of a person in a certain socio-economic

layers of the discussion of social stratification that

includes three dimensions, namely: first; the

dimensions of richness, second; power dimension, the

third dimension and prestige. The third dimension of

its own social formation. Dimensions wealth

formation called social class dimension and the

dimension of power formed parties formed prestige

status (Elly et al.2009).

Their socio-economic levels in society, caused by

the differences in status among the community. To

determine the socio-economic stratification in society

can be seen through three methods: first; objective

method, that stratification is determined based on

objective criteria including the amount of income,

long or high education, type of job, the second;

Subjective methods, ie social groups defined in the

eyes of community members assess themselves in the

hierarchy of life in society, third; methods reputation,

namely the social classes were defined based on how

members of the public to put each in the social

stratification of society that (Gordon, 1987).

Strata or socio-economic levels of a family in its

existence in the mindset of society can be broadly

classified into three classes, namely; 1) upscale, 2)

middle class and 3) lower class (Nasution, 1994). A

Greek philosophers argued that society in a country

divided into three groups, namely; the rich, the poor

and those who are in the middle. Meanwhile,

according to Sorokin that the system of society that

society is fixed and common traits in each community

lives on a regular basis (Arifin, 1999).

Criteria for low and high socio-economic status of

a person, is, among others, can be seen from the

manner and place his home, family income and

family welfare criteria. As a result of the observation

that the achievements of children from families with

low socioeconomic status at the end of first grade is

higher than the achievement of children whose

families had a higher socio-economic status (Ahmadi,

2002).

Based on these explanations can be noted that the

socio-economic background is something underlying

conditions that describe the status, income, and

education levels of a person or family in the

community based on the conditions of economic life

or property.

2.2 Motivation

Motivation is an impulse contained within the

individual to try to establish behavioral changes that

better meet their needs. According to Good and

Brophy that motivation is a hypothetical construct

used to explain the initiative, direction intensity and

persistence of goal-directed behavior. The concept

was classified in; needs, achievement, need for

affiliation, incentives, customs / habits, a discrepancy

/ discrepancies and curiosity / curiosity

(Atmowidjoyo, 2009).

According to the congregation (2007) that

motivation is a strength (power) or power (force) or

power (energy), or a state complex (a complex state)

and a readiness (prepatory set) within the individual

(organism) to move (to move, motion, motive) toward

specific goals, either consciously or unconsciously.

Motivation as a state contained in the one who

encouraged him to perform certain activities in order

to achievement of a goal (Suryabrata, 2005).

Meanwhile motivated by Gates is

physicologies condition and psychological contained

in a person who set her act a certain way. Greenberg

suggested that the motivation is the generation

process, directing and stabilizing behavior toward a

goal (Djaali, 2008).

In another explanation, motivation is a

psychological state that stimulate and give direction

to human activity (Ramayulis, 2002). Motivation is

the strength of the individual that moves people to act.

This motivation can be divided into impulse and

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needs and also be divided into two types of reward

and punishment (Ahmadi, 2004). According

Gleitman (1986) and Reber (1988) motivation is the

internal state of both human and animal organisms

that prompted him to do something. In this sense the

motivation means the power supply (energizer) to

behave directionally (Shah, 2006).

Hamalik (2009) explained that there are two

principles that can be used to see the motivation,

namely; first; motivation is seen as a process.

Knowledge of this process will help to explain the

observed behavior and to predict the behavior-

behavior on someone else, and secondly; determines

the character of this process to see clues of his

behavior. Do the instructions to be believed, can be

seen usefulness in predicting and explaining the

behavior of others. Mc Donald suggested that the

motivation is the energy change in the individual

person who is marked by the emergence of feelings

and reactions to achieve the goal (Sardiman, 2007).

Factors which influence or determine motivation

by Klinger (1991) among others, include; 1) the

interests and needs of the individual. If the interest

and needs of physical, spiritual and social children are

met, then the learning motivation will appear, 2)

perception of the difficulty of the tasks. When the

children saw the difficulties the lesson was not too

heavy, but challenging enough, then the motivation to

learn they will occur and 3) any hope of success,

expectations are generally arises because the child

was often successful (Pidarta, 2007).

The theory of motivation often mentioned by

experts, but in general can be categorized to two,

namely 1) the theory of the content (content) that

focus on the needs and goals of interest, and 2) the

theory of the process, which is a lot to do with how

people behave and why it behaves with certain way.

While the study is the difference between humans

and other creatures. Humans are the first to be given

the glory of God to learn and learn what is around. It

is described in the Qur'an surat al-Baqarah verse 30,

which means; and he taught Adam the names

(objects) entirely. Then bring it to the angels and said;

please say me the names of these if you are truthful

people are correct.

Learning by Lester D. Crow and Alice Crow is the

individual changes in habits, knowledge and attitudes

(Kunandar, 2007). Cronbach explained that learning

is a change in behavior as a result of experience

(Sardiman, 2007). Learning is a relatively permanent

change in behavior that a trend is the result of

strengthening exercises and strengthening that which

is the cause of these changes (Tafsir, 2007).

Hilghard and Bower (1975) suggested that

learning associated with changes in a person's

behavior to something that changes are application-

specific situations by repeated experiences in that

situation. Gagne (1977) explains that the motivation

is occurs when a stimulus situation along with the

contents of memory affect students such that his

actions (performancenya) change of time before he

experienced the situation to the period after he

experienced that situation.

Learning is to change the behavior of students can

not be able to, from not understand being understood,

and the task of the teacher is to control stimulus and

the learning environment that changes closer to the

desired goal, and teachers giver of reward or

punishment for the students, which is a gift given to

students who have been able showed significant

changes, while the punishment given to students who

do not show significant changes. Therefore, the flow

of behaviorism laying reinforcement processes in the

position it is important for students to achieve the

desired changes (Rosyada, 2007).

While the motivation to learn by Brophy (2004)

prefers a cognitive response, namely the tendency of

students to achieve academic activities meaningful

and beneficial and try to profit from the activity.

Students who have the motivation to learn will heed

the lessons delivered, read the material so that it can

understand and use specific learning strategies that

support. In addition, students also have an intense

involvement in the learning activity, high curiosity,

search for materials related to understanding a topic,

and accomplish a given task. Students who have the

motivation to learn will depend on whether these

activities have content that is interesting or enjoyable

process. In essence, involves learning motivation and

learning goals and strategies related to achieving the

learning objectives

There are two aspects of learning motivation

theory proposed by Santrock (2007), namely: 1)

Extrinsic motivation, is to do something to get

something else (how to achieve the goal). Extrinsic

motivation is often influenced by external incentives

such as rewards and punishments. For example, a

student studying hard in the exam to get good grades.

There are two uses of the gift, that as an incentive to

want to do the work, where the objective is to control

the behavior of students, and contains information

about mastery, and 2) Intrinsic motivation, ie internal

motivation to do something for the thing itself (an end

in itself). For example, students studying for the exam

because he delighted in subjects tested it. Pupils are

motivated to learn when they are given a choice,

happy face challenges that suit their abilities, and

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rewarded that contain informational value but is not

used to control, for example, the teacher gives praise

to the students.

According to Brophy (2004), there are five factors

that can influence the motivation to student learn,

namely: 1) Expectations of teachers, 2) direct

instructions, 3) Feedback (feedback) is a proper 4)

Strengthening and prizes and 5) Penalties. Sardiman

(2000) states that the form and manner that can be

used to motivate their learning activities are: 1)

Provision of numbers, this is because many students

study with the primary objective is to achieve a rate /

value, 2) Competition / competition, 3) Ego-

involvement, which is to raise awareness to the

students to feel the importance of the task and take it

as a challenge to work hard at the risk of self-esteem,

4) Giving replications, it is because the students will

be keen to learn if you know there will be a replay, 5)

notify the results, it will encourage the students to

study harder, especially if progress is made, and 6)

Praise, if there are students who successfully

complete the task well, it is a form of positive

reinforcement.

2.3 Learning Outcomes

Results of learning a thing that can be viewed from

two sides, namely from the students and teachers.

From the student side, learning outcomes is the

mental development rate are better than in prior

learning. The level of mental development is realized

on the types of cognitive, affective and psychomotor.

In terms of teachers, the results of the current study is

the completion of study materials (Dimyati and

Mudjiono, 1999).

According Hamalik (2006) of learning outcomes

is that if someone has learned there will be changes in

the person's behavior, for example, from not knowing

to knowing, and of not understanding be understood.

Nana Sudjana (2009) defines the learning outcomes

of students is essentially a change in behavior as a

result of learning in a broader sense include the areas

of cognitive, affective, and psychomotor.

Indicators based on Taxonomi Bloom of learning

outcomes, covering three domains categories,

namely: 1) The sphere of cognitive, intellectual

learning with respect to the results of six aspects,

namely: a) knowledge, b) understanding. c)

Implementation, d) Analysis, e) Synthesis, f)

Evaluation, 2) affective sphere, with regard to

attitudes and values. Affective domain includes five

levels of ability, namely: a) Receiving b) Answer /

Reaction, c). Assessing the Organization, d)

characteristic with a value, e) Complex Values and 3)

psychomotor sphere, including: a) motor skills, b)

manipulation of objects, and c) neuromuscular

coordination (connect, stalking).

Results of study as one of the indicators of

achievement of learning objectives in the classroom

can not be separated from the factors that affect the

outcome of the learning itself. Sugihartono, et al.

(2007), mentions the factors that affect learning

outcomes, as follows: a) Internal factors are factors

that exist in individuals who are learning. Internal

factors include: physical factors and psychological

factors and b) External factors are factors that exist

outside the individual. External factors include:

family factors, school factors, and community factors.

While Arabic is the language of the Arabs and

Islam religious language (Ibrahim, tt). According to

al-Ghalayain (1987) Arabic is the sentence delivered

by the Arabs to submit their purposes. Position Arabic

can be used as the language of religion, language and

an international language of science.

2.4 Theoretical Framework

The correlation between socio-economic background

and motivation to learn together with the student

learning outcomes, can be described by a theoretical

framework that is:

Figure 1: Theoretical framework.

3 METHODOLOGY

3.1 Variables

This research there are two independent variables,

namely socio-economic background and student

motivation, as well as the dependent variable that

student learning outcomes in the field of Arabic

studies.

3.2 Method

This study used survey method by using correlation

analysis techniques. While the design of this research

using descriptive method, a method in researching the

status of human groups, an object, a situation the

conditions, a system of thought or an event in the

Y

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present with the aim to create a description, picture or

painting in a systematic, factual and accurate with

facts , the properties and the relationship between the

phenomenon investigated.

Methods of correlation analysis in this study. is

intended to give an overview and simultaneously

investigate the relationships between variables

namely; socio-economic backgrounds to learning

outcomes, learning motivation and learning

outcomes, and socio-economic background and

motivation to learn together with the results of student

learning.

3.3 Samples

The study population was Islamic Elementary School

sixth grade students in Mampang Prapatan Jakarta

2009/2010 academic year as many as 183 students.

Samples taken from a population of 183 are as many

as 46 students or 25%. Sampling was conducted in a

random way.

3.4 Data Collection

Collecting data in this research use, namely;

questionnaire, the research data obtained by filling a

question or statement submitted in writing to the

respondents sampled this study with the aim to get an

answer or response from the respondents and the

information required by the researcher. Observation

is by observing or investigating directly to the

location of the study, in order to obtain an overview

of the socio-economic conditions of students and the

learning process in schools studied. The interview, by

doing question and answer directly to the parties, with

the aim to obtain a description and explanation of the

learning process of the students who were in school

were studied. Literature, by studying the theories of

books, journals, internet and magazines related to

socio-economic background variables, the motivation

and student learning outcomes.

3.5 Instrument

This research there are two independent variables,

namely socio-economic background and motivation

to learn, and the dependent variable is the result of

learning. To get the data in this study, the instrument

used is a Likert scale to make some points about

questions or statements related to the concept which

is measured through indicators each variable research

that has been determined, then given to the

respondent to get an answer by selecting the 5

alternatives answer, namely; always, often,

sometimes, rarely and never. Selection of correct

answers were considered by the respondents, it is

given a checklist and mark with a mark (√).

3.6 Data Analysis

In this study the data that has been obtained is

processed by techniques inferential analysis

(hypothesis testing) with a correlation analysis.

Before carrying out the correlation analysis, first

tested for normality using Liliefort test, homogeneity

test using Barlett test and linearity test using Analysis

of Variance (ANOVA).

Operationally data analysis techniques used in

this study are as follows:

a. Univariant analysis, this analysis is used to

describe each variable in order to determine the

data, which is the average, median, mode, and

standard deviation.

b. Simple and multiple correlation analysis, this

analysis is used to determine the presence or

absence of ties between the independent

variables with the dependent variable, while the

levels of relationship is expressed in the form of

the correlation coefficient.

c. Linear regression analysis, the analysis is used to

predict the dependent variable is based on two

independent variables.

4 RESULTS AND DISCUSSION

4.1 Description of Socio - economic

Background

Based on data obtained through questionnaires

distributed to 46 students as respondents, then

obtained a minimum score of = 60 and the maximum

score of = 95, with a mean score = 78.28, a median

score = 80.02, a score mode = 85, 48 and standard

deviation = 8.70. Such information as described in the

frequency table below:

Table 1: Frequency distribution of socio-economic

background.

Interval

Mid

point

Frequency

Limit

Real

1 60-65 62,5 3 59,5-65,5

2 66-71 68,5 9 65,5-71,5

3 72-77 74,5 10 71,5-77,5

4 78-83 80,5 8 77,5-83,5

5 84-89 86,5 12 83,5-89,5

6 90-95 92,5 4 89,5-95,5

Total 46

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4.2 Description Motivation Learning

Based on data obtained through a questionnaire

distributed to 46 students as respondents, then

obtained a minimum score of = 52 and the maximum

score of = 99, with a mean score = 66.80, a median

score = 61.18, a score mode = 51, 50 and standard

deviation = 18.07. Such information as described in

the frequency table below:

Table 2: Frequency distribution motivation learning.

Interv

Mid

point

Frequency

Limit

Real

1 52-59 55,5 19 51,5-59,5

2 60-67 63,5 14 59,5-67,5

3 68-75 71,5 0 67,5-75,5

4 76-83 79,5 7 75,5-83,5

5 84-91 87,5 0 83,5-91,5

6 91-99 95,5 6 91,5-95,5

Total 46

4.3 Description of Learning Outcomes

Based on data obtained through a

questionnaire distributed to 46 students as

respondents, then obtained a minimum score of = 72

and the maximum score of = 90, with a mean score =

82.19, a median score = 83.29, a score mode = 85, 12

and standard deviation = 5.95. Such information as

described in the frequency table below:

Table 3: Frequency distribution learning outcomes.

Interval

Mid

point

Frequency

Limit

Real

1 72-74 73 3 71,5-74,5

2 75-77 76 4 74,5-77,5

3 78-80 79 10 77,5-80,5

4 81-83 82 7 80,5-83,5

5 84-86 85 14 83,5-86,5

6 87-90 88 8 86,5-90,5

Total 46

4.4 The Correlation between

Socio-economic Background to the

Student Learning Outcomes in the

Field of Arabic Studies

The results showed a correlation between socio-

economic backgrounds with student learning

outcomes in the field of Arabic studies. It is based on

the calculation t

count

= 3.78, greater than the value t

tabel

= 3.21 significance at the level of α = 0.05. The

pattern of the relationship between socio-economic

backgrounds with student learning outcomes in the

field of study of Arabic is expressed by the regression

equation; Ŷ = 66.73 + 0,195X

Results of simple correlation analysis between the

correlation between socio-economic backgrounds

with student learning outcomes in the field of Arabic

studies obtained correlation coefficient of = 0.496.

This means that the better the socio-economic

background of students, the higher the student

learning outcomes in the field of study of Arabic at

Government Elementary School mampang prapatan.

This is as described in the table below:

Table 4: Correlation between socio-economic

background with learning outcomes.

Koefisien Uji

Signifikansi

count

tabel

(α=0,

05)

46 0,496 0,246 3,78 3,21

The amount of the contribution of the socio-

economic background can be determined by squaring

the correlation coefficient of the acquisition value of

simplicity. The results of squaring the correlation

coefficient is simply amounted = 0.246. Statistically,

this value gives the sense that approximately = 24.6%

increase in student learning outcomes are influenced

by socio-economic background. That is, if the whole

Islamic Elementary School students mampang

prapatan assessed study results, then more or less =

24.6% influenced by socio-economic background.

4.5 The Correlation between Learning

Motivation and Student Results on

the Field of Arabic Studies

The results showed a correlation between learning

motivation and learning outcomes of students in the

field of Arabic studies. It is based on the calculation

count

= 3.34, greater than the value t

tabel

= 3.21

significance at the level of α = 0.05. The pattern of the

relationship between learning motivation and

learning outcomes of students in the field of study of

Arabic is expressed by the regression equation; Ŷ =

75.04 + 0,103X

Results of simple correlation analysis between the

correlation between learning motivation and learning

outcomes of students in the field of Arabic studies

obtained correlation coefficient of = 0.448. This

means that the better the students' motivation, the

higher the student learning outcomes in the field of

study of Arabic at Government Elementary School

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Mampang Prapatan. This is as described in the table

below:

Table 5: Correlation between motivation to learning

outcomes.

Koefisien Uji Signifikansi

count

tabel

(α=0,05

)

46 0,448 0,200 3,34 3,21

The amount of the contribution of the motivation

to learn can be determined by squaring the correlation

coefficient of the acquisition value of simplicity. The

results of squaring the correlation coefficient is

simply amounted = 0,201. Statistically, this value

gives the sense that approximately = 20.1% increase

in student learning outcomes are influenced by the

students' motivation. That is, if the whole Islamic

Elementary School students mampang prapatan

assessed study results, then more or less = 20.1%

influenced by the students' motivation.

4.6 The Correlation between

Socio-economic Background and

Motivation to Learn the Results of

the Field Study Student Learning

Arabic

The results showed a correlation between socio-

economic background and motivation to learn with

the learning outcomes of students in the field of

Arabic studies. It is based on the calculation t

count

9.81, greater than the value t

table

= 3.21 significance at

the level of α = 0.05.

Results of simple correlation analysis between the

correlation between socio-economic background and

motivation to learn with the learning outcomes of

students in the field of Arabic studies obtained

correlation coefficient of = 0.561. This means that the

better the socio-economic background and student

motivation, the higher the student learning outcomes

in the field of study of Arabic at Government

Elementary School mampang prapatan. This is as

described in the table below:

Table 6: Correlation between Socio-economic

background and motivation with learning outcomes.

Koefisien Uji Signifikansi

coun

tabel

(α=0,05)

46 0,561 0,315 9,81 3,21

The amount of the contribution of the socio-

economic background and motivation to learn can be

determined by squaring the correlation coefficient of

the acquisition value of simplicity. The results of

squaring the correlation coefficient is simply

amounted = 0.315. Statistically, this value gives the

sense that approximately = 31.5% increase in student

learning outcomes are influenced by socio-economic

background and student motivation together. That is,

if the whole Islamic Elementary School students

mampang prapatan assessed study results, then more

or less = 31.5% influenced by socio-economic

background and student motivation.

Based on these explanations, it can be noted that

the socio-economic background variables and

students' motivation to contribute or contribute

positively to improving student learning outcomes in

the field of study of Arabic at Government

Elementary School mampang prapatan of = 31.5%,

while the remaining amount of = 68.5% of student

learning outcomes are influenced by other factors,

some of them; learning, teaching methods, learning

strategies, learning environment, learning discipline,

the ability of teachers and students' creativity.

5 CONCLUSION

Based on the results of research and discussion

that has been put forward, this research can be

summarized as follows:

a. There is a significant correlation between socio-

economic backgrounds with student learning

outcomes in the field of Arabic language studies,

premises correlation coefficient of = 0.496 and

determination coefficient = 0.246. The coefficient

of determination shows that the 24.6% increase

student learning outcomes are due to socio-

economic background. This is corroborated by the

test calculations-t

count

= 3.78 = significantly the

real level of 0.05 with t

table

= 3.21. Thus the

research hypothesis which states there is a

correlation between socio-economic backgrounds

with student learning outcomes in the field of

Arabic studies received.

b. There is a significant correlation between learning

motivation and learning outcomes of students in

the field of Arabic language studies with a

correlation coefficient of = 0.448 da

determination coefficient = 0.200. The coefficient

of determination shows that the 2.00% increase

student learning outcomes is due to students'

motivation. This is corroborated by the test

calculations-t

count

= 3.34 = significantly the real

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level of 0.05 with t

table

= 3.21. Thus the research

hypothesis which states there is a correlation

between learning motivation and learning

outcomes of students in the field of Arabic studies

received.

c. There is a significant correlation between socio-

economic background and learning motivation

with student learning outcomes in the field of

Arabic language study with multiple correlation

coefficient of = 0561 and determination

coefficient = 0.315. The coefficient of

determination shows that the 31.5% increase

student learning outcomes are due to socio-

economic background and student motivation.

This is corroborated by the test calculations t

count

= 9.81 = significantly the real level of 0.05 with

table

= 3.21. Thus the research hypothesis which

states there is a correlation between socio-

economic background and motivation to learn

together with the results of students in the field of

Arabic studies received

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