The Analysis of Learning Infrastructure (LI), Learning Motivation (LM) and Economics Learning Achievement (ELA)

Journal of Education and Learning (EduLearn)
Vol.12, No.2, May 2018, pp. 236~243
ISSN: 2089-9823, DOI: 10.11591/edulearn.v12i2.8124  236
Journal homepage: http://journal.uad.ac.id/index.php/EduLearn
The Analysis of Learning Infrastructure (LI), Learning
Motivation (LM) and Economics Learning Achievement (ELA)
Ananda Setiawan1
*, Trisno Martono2
, Gunarhadi3
1, 2
Department of Economics Education, Faculty of Teachers Training and Education,
Sebelas Maret University, Indonesia
3
Department of Pedagogy, Faculty of Teachers Training and Education, Sebelas Maret University , Indonesia
Article Info ABSTRACT
Article history:
Received Nov 30, 2017
Revised Feb 12, 2018
Accepted Apr 23, 2018
This research aimed to find out whether or not there is an effect of Learning
Infrastructure (LI) and Learning Motivation (LM) on Economics Learning
Achievement (ELA), and which one has more dominant effect on Learning
Achievement, Learning Infrastructure or Learning Motivation. This study
was a descriptive quantitative research with survey method. The data of LI,
LM and ELA were collected using questionnaire. The population of research
consisted of 1192 economics students in Public Senior High Schools of
Serdang Bedagai Regency applying the 2013 curriculum. The sample
consisted of 300 respondents, taken using cluster areas sampling technique.
From the result of research, it can be found that there was a positive
significant effect of LI on ELA (tstatistic=9.597, P = 0.000), there was a
positive significant effect of LM on ELA (tstatistic=6.990, P=0.000), there was
a positive and significant effect of LI and LM on ELA (Fstatistic=114.281,
P=0.000), and LI affected ELA more dominantly than LM did.
Keywords:
Achievement
Economics Learning
Learning Infrastructure,
Learning Motivation,
Copyright © 2018 Institute of Advanced Engineering and Science.
All rights reserved.
Corresponding Author:
Ananda Setiawan,
Faculty of Teachers Training and Education,
Sebelas Maret University,
Jalan Ir. Sutami 36 A, Surakarta 57126, Indonesia
Email: anandasetiawan.blogku@gmail.com
1. INTRODUCTION
Improving education quality is very important thing. Education is a very appropriate way of dealing
with challenge and changing community [1]. In fact, the students experience the violence and laziness
tendency impacting negatively on the learning achievement. The problem needs to be anticipated in order to
prevent the decrease of learning achievement from occurring. One of learning achievements needs to be
improved is economics learning achievement. It is considered as important to create economic knowledge,
economic skill, and economic behavior that can be utilized in living within society. One way of improving
learning achievement is to pay attention to the students’ motivation [2-3]. The further way to improve the
learning achievement is to pay attention to learning facility [4].
Good environment will also affect the learning [5]. Otherwise, negative environment will inhibit the
students’ performance [6-8]. Infrastructure is required to support the successful objective of education
institution. Infrastructure includes the following criteria: classroom, sport area, library, worship place,
laboratory, playground and learning source supporting the learning process [9]. Good infrastructure will
support the effective and efficient implementation of learning process. School should consider minimum
criteria of infrastructure with minimum criteria of classroom, sport area, worship place, library, laboratory,
workshop, playground, expressing and creative area, and learning source needed to support the learning
process.

EduLearn ISSN: 2089-9823 
The Analysis of Learning Infrastructure (LI), Learning Motivation (LM) and…( Ananda Setiawan)
237
Motivation is very important to human behavior. Motivation is basic impulse driving an individual
to behave. Then, achievement motivation has been conceptualized traditionally as a disposition motivating an
individual to deal with challenge to achieve success and superiority [10]. Motivation plays an important part
in learning, to both teachers and students. To teachers, recognizing the students’ learning motivation is very
desirable in order to maintain and to improve the students’ learning spirit. To students, learning motivation
can grow the learning spirit so that the students are encouraged to do learning activity. The students with
achievement motivation will have higher achievement than those without achievement motivation. Motive
cannot be observed directly but it can be interpreted in behavior, in the form of stimulation, impulse, or
power generator of a certain behavior emergence [11]. Motivation is a power, either internal or external,
encouraging an individual to achieve the specified objective [12]. Achievement motivation is an attitude to
attain achievement within themselves [13]. Achievement motivation is a desire to do the best in some
superior standards [14].
The future need is one of psychological motivation playing an important role in the students’
success and achievement. Motivation is an academic set referring to cognitive and emotional aspects, and
students’ investment behavior in education [15]. Achievement motivation has been defined as a reference for
different needs in each individual to achieve reward such as physical gratification, others’ praise, and self
gratification [16].
The students with high achievement motivation will act to surpass others, to meet or to surmount
other superiority standard or to do something uniquely. All students affected by the need for obtaining
something will work hard to achieve the success. Achievement motivation usually refers to motivation level
involved in the parameter of interaction corresponding to achievement need, success expectation and success
incentive [17].
Those having sincere achievement motivation will have the following characteristics: (1) loving
more and solving problems independently. Although they can work with others, they develop the assignment
themselves. They prefer situations where they are considered as the only one responsible for solving the
problem; (2) those having sincere motivation tend to go toward the situation, where they get feedback
immediately on their work product; (3) successful people are those determining the objective containing risk,
thereby can expand the opportunity of getting a satisfactory work product [11].
Economics learning achievement is inseparable from economic learning action, because economic
learning is a learning process in economics subject. The achievement of learning achievement proves the
students’ successful learning or the individual’s ability of implementing learning activity according to the
quality attained [18]. Learning achievement is the perfection an individual achieves in thinking, feeling and
acting; learning achievement can be said as perfect when fulfilling three aspects: cognitive, affective, and
psychomotor; and otherwise, it is considered as less satisfactory when an individual has not been able yet to
meet the target in the three criteria [19]. Cognitive learning into knowledge, comprehension, application,
analysis, synthesis and evaluation, affective object into five levels of achievement are receiving, responding,
valuing, organization and characterization, psychomotor objectives are reflex movements, fundamental
movements, perceptual abilities, physical abilities, skilled movements and non-discursive
communication [20].
2. RESEARCH METHOD
This study employed survey method aiming to find out the correlation between two exogenous
variables (Learning Infrastructure or LI and Achievement Motivation or LM) and one endogenous variable
(Economics Learning Achievement or ELA). The population of research consisted of 1192 economic
students in Public Senior High Schools in Serdang Bedagai Regency using the 2013 curriculum. The sample
was taken using Slovin formula=N/(Ne2+1)=1192/(1192x0.052+1)=299.5=300 respondents. The sampling
technique used was Cluster Sampling one.
Data of LI, LM and ELA variables were collected using close-ended questionnaire. The
measurement scale used was 1-7 likert scale. Data analysis was carried out with SPSS 22 help. This method
was selected corresponding to the objective of research, to find out the effect of LI on ELA, the effect of LM
on ELA, and the effect of LI and LM on ELA, and to find out which one has more dominant effect on ELA,
LI or LM. The research design can be illustrated in Figure 1.

 ISSN: 2089-9823
EduLearn Vol. 12, No. 2, May 2018 : 236 – 243
238
Figure 1. Conceptual Framework
The hypotheses proposed in this research are as follows:
a. There is a positive significant effect of LI on ELA.
b. There is a positive significant effect of LM on ELA.
c. There is a positive significant effect of LI and LM on ELA.
d. Which variable has more dominant effect on ELA, LI or LM
3. RESULTS AND ANALYSIS
3.1. Validity and Reliability Test
3.1.1. Result of Validity Test
Instrument validity test is carried out by considering the correlational score between statement items
in individual research variables. If rstatistic>rtable and the score is positive, the research instrument is stated
as valid. The result of validity test can be seen fromtable 1.
Table 1. Validity Test
Variable Questionnaire Item rstatistic rtable
LI X1.1 .815 .361
.361
.361
.361
.361
.361
.361
.361
.361
.361
.361
.361
.361
.361
X1.2 .931
X1.3 .918
X1.4 .826
X1.5 .912
LM X2.1 .921
X2.2 .839
X2.3 .894
X2.4 .908
X2.5 .824
X2.6 .933
ELA Y1.1 .865
Y1.2 .839
Y1.3 .887
**Correlationis significant at the 0.01level (2-tailed)
Table 1 shows rstatistic value compared with rtable. All questionnaire items have correlational value
(rstatistic) higher than rtable value. Considering the criteria of validity test, all research instrument items are
valid. The research instrument can be used to obtain the data of research.
3.1.2. Result of Reliability Test
The result of reliability test is conducted using statistic test Cronbach Alpha. The criterion used to
state that research instrument is valid is that Cronbach Alpha value >0.70. The result of reliability test can be
seen in Table 2.
Table 2. Reliability Test
Variable Cronbach Alpha
LI 0.928
LM 0.945
ELA 0.817
Table 2 shows that all research variables have Cronbach Alpha value >0.70. It means that all
questions in each variable are reliable.

239
3.2. Classical Assumption Test
3.2.1. Normality Test
Normality test is carried out to find out whether or not the data collected is distributed normally. In
this research, normality is tested using non-parametric Kolmogorov-Smirnov (K-S) statistic test. In residual it
is distributed residual normally when probability >0.05 (5%). Data is stated as distributed normally when its
significance value is higher than 0.05. The result of normality test can be seen in table 3.
Table 3. Normalitas Test
One-Sample Kolmogorov-Smirnov Test
Standardized Residual
N 300
Normal Parametersa
Mean .0000000
Std. Deviation .99664991
Most Extreme Differences Absolute .029
Positive .020
Negative -.029
Kolmogorov-SmirnovZ .505
Asymp. Sig. (2-tailed) .961
a. Test distribution is Normal.
From table 3, it can be seen that Kolmogorov-Smirnov K is 0.505 with significance level a=0.05.
Ztable in standard normal distribution is 1.96. Because 0.505<1.96 or Zstatistic (Kolmogorov-Smirnov) <Ztable,
and asymp. Sig value 0.961>0.05, it can be concluded that the data follow normal distribution.
3.2.2. Autocorrelation Test
Autocorrelation test is a statistic analysis conducted to find out whether or not there is a correlation
between confounding error in t period and error in t-1 period (previous year). To test autocorrelation, Durbin
Watson (DW) value can be seen with the following hypotheses.
1. If DW statistic <DL (Durbin Lower), or DW statistic >4-DL, Ho is not supported meaning that there
is autocorrelation.
2. If Durbin Upper (DU)<DW <4-DU, Ho is supported, meaning that there is no autocorrelation.
3. If DL≤DW≤DU or 4-DU≤DW≤4-DL, it is considered as inconclusive.
Table 4. Durbin Watson-Test (DW test)
Model Summaryb
Model R R Square
Adjusted R
Square
Std. Error of the
Estimate
Durbin-Watson
1 .659a
.435 .431 3.420 2.031
a. Predictors: (Constant), LI, LM
b. Dependent Variable: ELA
Considering the result of calculation as shown in table 4, it can be found that DW value is
DU<DW<4-DU (1.803<2.031<2.197). Therefore, it can be concluded that the data of observation does not
encounter autocorrelation problem.
3.2.3. Multicollinearity Test
Multicollinearity test is conducted by analyzing matrix of correlation between independent variable,
tolerance value, and variance inflation factor (VIF) values. Inter-variable criterion experiencing
multicollinearity is correlation value >0.95. If Tolerance <0.10 value and VIF value >10, so that
multicollinearity occurs. The result of multicollinearity can be seen in Table 5.

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Table 5. Multicollinearity Test
Variable
Questionnaire
Item
Correlation
Collinearity Statistics
Tolerance VIF
LI
X1.1 0.815
0.847 1.181
X1.2 0.931
X1.3 0.918
X1.4 0.826
X1.5 0.912
LM
X2.1 0.921
0.847 1.181
X2.2 0.839
X2.3 0.894
X2.4 0.908
X2.5 0.824
X2.6 0.933
From the result of calculation, it can be found that all correlations have score of < 0.95. The result of
calculation shows tolerance value >0.10 and VIF value <10; thus, it can be concluded that there is no
multicollinearity occurring between independent variables in research model.
3.3. Simple Linear (partial) Analysis
Simple linear analysis is used to find out causal relationships between LI and ELA and between LM
and ELA variables. To find out the coefficient of correlation, SPSS 22 software is used. The result of data
processing can be seen in table 6.
Table 6. Simple Linear Analysis
Coefficientsa
Model Unstandardized Coefficients Standardized Coefficients
B Std. Error Beta t Sig.
1 (Constant) -.201 .997 -.202 .840
LI .354 .037 .455 9.597 .000
LM .218 .031 .331 6.990 .000
a. Dependent Variable: ELA
The result of data processing shows that there is an effect of LI on ELA, as indicated with
tstatistic>ttable or 9.597>1.96. There is an effect of LM on ELA, as indicated with tstatistic>ttable or 6.990>1.96
3.4. Multiple Linear (simultaneous) Analysis
A multiple linear analysis is used to find out the simultaneous relationship of LI and LM to ELA.
To estimate the parameter or the coefficient of regression, SPSS 22 software package is used. The result of
data processing can be seen in table 7.
Table 7. Multiple Linear Analysis
ANOVAb
Model Sum of Squares df Mean Square F Sig.
1 Regression 2673.058 2 1336.529 114.281 .000a
Residual 3473.462 297 11.695
Total 6146.520 299
a. Predictors: (Constant), LI, LM
b. Dependent Variable: ELA
The result of analysis on the effect of LI (X1) and LM (X2) variables on ELA (X3) shows
Fstatistic>Ftable or 114.281>3.04. The dependent variable in regression analysis is ELA, while independent one
is LI and LM. Regression model based on the result analysis is Y=-0.201+0.354X1+0.218X2.

241
The interpretation of equation above is:
1. bo=-0.201
Constant value shows that if there are no LI and LM variables (X1+X2=0), the score of ELA is -0.201 or
negative.
2. b1=0.354
Coefficient of regression b1 shows that every 1 point increase in LI results in an increase by 0.354 point in
ELA, with the assumption that the score of LM variable is constant.
3. b2=0.218
Coefficient of regression b2 shows that every 1 point increase in LM results in an increase by 0.218 point
in ELA, with the assumption that the score of LI variable is constant.
3.5. Hypothesis Testing
3.5.1. First Hypothesis
To test the first hypothesis, t-test is used. There is an effect of learning infrastructure on economics
learning achievement, as indicated with tstatistic>ttable or 9.597>1.96 at significance level of 0.000<0.05.
Considering the result of research, it can be concluded that Ho is not supported and H1 is supported.
3.5.2. Second Hypothesis
To test the second hypothesis, t-test is used. There is an effect of learning motivation on economics
learning achievement, as indicated with tstatistic>ttable or 96.990>1.96 at significance level of 0.000<0.05.
Considering the result of research, it can be concluded that Ho is not supported and H1 is supported
3.5.3. Third Hypothesises
To test the third hypothesis, F-test is used. There is an effect of learning infrastructure and learning
motivation on economics learning achievement, as indicated with Fstatistic>Ftable or 114.281>3.04 at
significance level of 0.000<0.05. Considering the result of research, it can be concluded that Ho is not
supported and H1 is supported. The size of the effect of learning infrastructure and learning motivation on
economics learning achievement simultaneously can be seen from coefficient of determinacy (R2
). R2
(R square) value is 0.435, indicating that the size of the simultaneous effect of learning infrastructure and
learning motivation on the economic learning achievement is 43.5%, while the rest of 56.5% is affected by
other variables excluded from the research model. Meanwhile, R value is 0.659, interpreted that the
coefficient of correlation of learning infrastructure and learning motivation variables on learning achievement
is strong.
3.5.4. Fourth Hypothesis
To test the fourth hypothesis, analysis on dominant effect of contribution or dominant effect on
dependent variable in a linear regression model, unstandardized coefficient (β) should be found first. Table 6
shows that β value of learning infrastructure on economics learning achievement is 0.354, and β value of
learning motivation on economics learning achievement is 0.218. Therefore, it can be concluded that learning
infrastructure affects economics learning achievement more dominantly than learning motivation variable.
Thus, the fourth hypothesis stating that learning infrastructure affects economics learning achievement more
dominantly than learning motivation does is supported.
3.6. Discussion
Considering the result of data analysis on research hypothesis testing, it can be found that there is a
positive and significant effect of learning infrastructure and achievement motivation variables on economic
learning achievement. Such the effect is indicated both partially and simultaneously.
From data analysis, it can be found that infrastructure affects economic learning achievement
positively and significantly with tstatistic of 9.597 at significance level of 0.000. Some studies have also
found that there is a positive significant effect of quality of school facilities on student achievement [21-24].
Then, another finding explained that there is a positive and significant effect of infrastructure facilities on
students’ academic achievement, as indicated with chi square 177.1 at significance level of 0.05 [25].
The next finding shows that achievement motivation affects economics learning achievement
positively and negatively with tstatistic of 6.990 at significance level of 0.000. Some previous studies also
found that there is a positive and significant effect of motivation on learning achievement [14], [26-31].
Then, another finding of research shows that learning infrastructure and learning motivation affects
positively the economics learning achievement simultaneously by 114.281 at significance level of 0.000.
Then, based on beta unstandardized coefficient score, it can be concluded that infrastructure affects partially
the economics learning achievement more dominantly than learning motivation does.

 ISSN: 2089-9823
242
Considering the research finding, it can be said that learning infrastructure should be considered
either quantitatively or qualitatively. The importance of learning infrastructure in supporting the successful
learning and in improving economics learning achievement should be prioritized by government.
Achievement motivation should be created through students’ demand for self achievement. Therefore,
learning infrastructure and learning motivation should be improved in order to improve the economics
learning achievement as expected
4. CONCLUSION
Learning infrastructure affects economics learning achievement positively and significantly
(tstatistic=9.597, p=0.000). Learning motivation variable affects significantly the economics learning
achievement (tstatistic=6.990, p=0.000). Then, learning infrastructure and achievement motivation variables
affect economics learning achievement positively and significantly (Fstatistic=114.281, p=0.000). Learning
infrastructure variable affects economics learning achievement more dominantly (β=0.354) than learning
motivation variable does (β=0.218) in the students of Public Senior High Schools in Serdang Bedagai
Regency.
ACKNOWLEDGEMENTS
I would like to thank to the Principals of Public Senior High Schools in Serdang Bedagai Regency
for the permission to conduct this research. Particularly, I also would like to thank to the 11th and 12th IS-
Ilmu Sosial (social sciences) graders of Public Senior High Schools in Serdang Bedagai Regency for giving
the research data well. Finally, I am indebted to my parents, my lovely brothers for their continuous support
and encouragement for my pursuit.
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