Determinant Factors of Responsibilities and its Impact on Mathematics Learning Outcome of Junior High School Students

Abstract

The purpose of this article is twofold: 1) Testing the communication support and organizational culture for learning outcomes in Mathematics indirectly through learning responsibilities, 2) Testing communication support, and organizational culture for learning responsibilities. The research type is correlational quantitative. The study population was 267 students of SMP Negeri 2 Kartasura, Sukoharjo, in 2019/2020. A sample of 160 students was determined by the Slovin formula. Sampling was done by proportional random sampling by lottery. Data collection techniques were carried out with documentation and a closed questionnaire. Data analysis techniques employed path analysis. The results of the study revealed that 1) there was no communication support, school organizational culture, and learning responsibility jointly for mathematics learning outcomes with α = 0.05. Partially, communication, organizational culture, and responsibility significantly supported direct learning outcomes in mathematics. 2) Communication and organizational culture simultaneously supported learning responsibilities with α = 0.05. The amount of communication support and organizational culture simultaneously towards learning responsibilities was 4.9%. Communication support for learning responsibilities was 2.0164%. Besides, organizational culture support for learning responsibilities was 2.56%.