Pengaruh Komunikasi Instruksional dan Lingkungan Belajar Terhadap Prestasi Akademik Melalui Motivasi Belajar Mahasiswa Jurusan Ilmu Komunikasi Universitas Diponegoro Semarang Tahun Angkatan 2016/2017

Abstract

Background This research is based on instructional communication between lecturers and students, the learning environment, namely family, school, community, which influences student academic achievement through student learning motivation which tends to be high. There are several objectives in this study whose essence is direct influence of instructional communication and learning environment on academic achievement through motivation to learn. The population in this study were students of Diponegoro University Communication Sciences Semarang semester 1,2 and 3 which numbered 107. While the sample from this study were 52 Diponegoro University Communication Sciences students in Semarang. The sampling technique used is Random Sampling. This research was carried in the department Communication Sciences Department of Diponegoro University, Semarang. The analysis used in this study is path analysis using SPSS 17.0 for Windows software, where previously tested the validity, reliability, correlation coefficient, simple and multiple regression analysis, significant test (t test and f test) first.. The results of this study indicate that there is a direct influence between Instructional Communication (X1) corelate to Academic Achievement (Y) with Sig values (0.000 <0.05) and the results are positive. For Instructional Communication (X1) corelate to Learning Motivation (Z) there is a direct influence on the value of Sig (0.000 <0.05) and the results are positive. Furthermore, there is a direct influence between the Learning Environment (X2) corelate to Academic Achievement (Y) with the Sig value (0.000 <0.05) and the results are positive. For the Learning Environment (X2) corelate to Learning Motivation (Z) there is a direct influence with the Sig value (0.000 <0.05) and the results are positive. While for learning motivation (Z) corelate to Academic Achievement (Y) there is a direct influence and Sig value (0.000 <0.05) and the results are positive. There is a direct influence such as Instructional Communication (X1) and Learning Environment (X2) corelate to Academic Achievement (Y) between Instructional Communication (X1) corelate to Academic Achievement (Y) with a Sig (0.022 <0.05) and Learning Environment (X2) on Achievement Academic (Y) with a Sig (0.009 <0.05) with positive results. While Instructional Communication (X1) and Learning Environment (X2) corelate to Learning Motivation (Z) is seen from coefficient ab (0:04) obtained from coefficients a and coefficients b (0. 211 × 0. 177) there is a significant influence. To find out the value of mediation is done by sobel test with the result of z value = ( 2.22304418> absolute 1.96) which means getting a signifiant value. indirect effect value (0:04) and Coefficient c = (0. 237). then there is significant mediation, it can be interpreted as partial mediation (partial mediation). There is a direct influence on instructional communication (X1), learning environment (X2) and Motivation to learning (Z) corelate to academic achievement (Y), seen from the ab coefficient (0.06) that was obtained from the multiplication coefficient a and b (0, 367 × 0. 177) there is a significant influence . To find out the value of mediation is done by sobel test with the result of z value = (2.52168187> absolute 1.96) which means getting a signifiant value. indirect effect value (0.06) and Coefficient c = (0, 247), then there is significant mediation then could interpreted as mediation partial (partial mediation). advice for universities to be able to improve facilities and infrastructure and for lecturers to get closer to students and parents to always motivate their children to always learn