PENGARUH MOTIVASI BELAJAR, EFIKASI DIRI, DAN TEMAN SEBAYA TERHADAP KEMANDIRIAN BELAJAR AKUNTANSI MAHASISWA PENDIDIKAN AKUNTANSI UNIVERSITAS NEGERI SURABAYA

THE INFLUENCE OF LEARNING MOTIVATION, SELF-EFFICACY, AND PEERS ON SELF-REGULATED LEARNING OF ACCOUNTING FOR ACCOUNTING EDUCATION STUDENTS, STATE UNIVERSITY OF SURABAYA

Peneliti melakukan penelitian ini guna mengetahui dan menguji pengaruh dari motivasi belajar, efikasi diri, dan teman sebaya terhadap kemandirian belajar akuntansi, baik secara parsial maupun simultan. Penelitian ini tergolong penelitian kausalitas dengan jumlah sampel sebanyak 90 mahasiswa Pendidikan Akuntansi Universitas Negeri Surabaya. Metode proportional random sampling peneliti gunakan sebagai teknik penetapan sampel. Data penelitian dikumpulkan melalui penyebaran kuesioner. Pengujian hipotesis dilakukan dengan memanfaatkan metode regresi linear berganda. Hasil analisis penelitian menyimpulkan: 1) Motivasi belajar dengan t_hitung = 7,791 > t_tabel = 1,988 berpengaruh terhadap kemandirian belajar akuntansi, 2) Efikasi diri dengan t_hitung = 2,043 > t_tabel = 1,988 berpengaruh terhadap kemandirian belajar akuntansi, 3) Teman sebaya dengan t_hitung = 3,173 > t_tabel = 1,988 berpengaruh terhadap kemandirian belajar akuntansi, 4) Motivasi belajar, efikasi diri, dan teman sebaya dengan F_hitung = 59,255 > F_tabel = 8,558 secara simultan berpengaruh terhadap kemandirian belajar akuntansi.

Kata Kunci: Kemandirian belajar; motivasi belajar; efikasi diri; teman sebaya

Researcher conducted this this study in order to determine and examine the influence of learning motivation, self-efficacy, and peers on self-regulated learning of accounting, either simultaneously and partially. This study was classified as causality research with a total sample of 90 students of Accounting Education, State University of Surabaya. Proportional random sampling method, the researcher used as a sampling technique. Research data was collected through the distribution of questionnaires. Hypothesis testing was done by using multiple linear regression method. The results of this research analysis concluded: 1) Learning motivation with t_count = 7,791 > t_table = 1,988 affected self-regulated learning of accounting, 2) Self-efficacy with t_count = 2,043 > t_table = 1,988 affected self-regulated learning of accounting, 3) Peers with t_count = 3,173 > t_table = 1,988 affected self-regulated learning of accounting, 4) Learning motivation, self-efficacy, and peers with F_count = 59,255 > F_table = 8,558 simultaneously affected self-regulated learning of accounting.

Keywords: Self-regulated learning; learning motivation; self-efficacy; peers