JURNAL PENELITIAN PENDIDIKAN

PENGARUH SIKAP KASIH SAYANG GURU TERHADAP PERILAKU SISWA BERBUDI

PEKERTI DAN HASIL BELAJAR SISWA
DI SD

Penulis:
LATIFA ADELLIA
NIM:859541241

Penyunting:
Indah
farasulaiman

FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS

TERBUKA
BARADATU WAYKANAN
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ABSTRACT

THE INFLUENCE OF CIVIC EDUCATION TEACHER’ S AFFECTION TOWARDS

STUDENT’ S CHARACTER AND STUDENT’ S LEARNING RESULT AT SD BANDAR
LAMPUNG 2011/2012

By

LATIFA ADELLIA UNIVERSITAS TERBUKA

T h is re s ea rc h w a s in te n d e d to e xp la in th e in flu en c e o f c ivic ed u c a tio n te a c h e r’ s

a ffe c tio n to w a rd s s tu d en t’ s c h a ra c ter a n d s tud en t’ s lea rn in g re s u lt a t S D In th is
res e a rc h , th e re s ea rc h e r u s e d d es c rip tiv e q u a n tita tiv e m e th o d . T h e s a m p le o f th is
res e a rc h w a s ta k en a s 1 0 % f ro m 4 7 9 th e n u m b e r o f s tu d e n ts a t S D 2 0 1 1 /2 0 1 2 a n d th e
res e a rc h er g o t 4 8 s tu d e n ts as th e s a m p le o f th is res e a rc h . T h e d a ta c o llec tin g
tec h n iq u e in th is re s ea rc h w ere q u es tio n n a ire s , a ttitu d e s c a le s a n d tes t.
B a s ed o n th e c a lc u la tio n o f d a ta a na lys is , th e re s u lt s h o w ed th a t th ere w a s p o s itiv e
in flu en c e a n d th ere w a s s ig n ific a n t b etw ee n c iv ic ed uc a tio n tea c h er’ s a ff ec tio n
to w a rd s s tu d e n t’ s c h a ra c ter, th e h ig h e r o f c iv ic e d u c a tio n te a c h e r’ s a ffec tio n s o
th e h ig h e r o f s tu d en t’ s c h a ra c ter, e.g . in s till a s en s e o f m u tu a l h elp a n d res p ec t to
th e s tu d en ts , a s w e ll a s th e lifes tyle o f a g o o d tea c h er c o u ld in c rea s e th e s tu d e n t’ s
c h a ra c te r in th eir d a ily liv es . A n d a ls o th ere w a s p o s itiv e in flu e n c e a n d th ere w a s
s ig n ific a n t b etw ee n c iv ic e d u c a tio n tea c he r’ s a ffe c tio n to w a rd s s tud en ts ’ le a rn in g
res u lt, th e h ig h e r in flu en c e o f c iv ic ed u c a tio n te a c h e r’ s a ffe c tio n , th e h ig h er o f
s tu d e n t’ s lea rn in g res u lt, e. g . th e a ff ec tio n o f th e tea c h e r c o u ld in c re a s e s tu d e n ts ’
en th u s ia s m in u n d ers ta n d in g th e q u e s tio n a n d th e ta s k o f th e m a te ria l w ith c o n fid en c e
a n d th e s tu d e n ts w ere a c tiv e in d is c u s s io n in w h o le o f c la s s .

Keywords: a ffec tio n , c ivic ed u c a tio n , s tu d e n t’ s c h a ra c ter, le a rn in g re s ult.

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ABSTRAK

PENGARUH SIKAP KASIH SAYANG GURU PKN TERHADAP PERILAKU SISWA YANG
BERBUDI PEKERTI DAN HASIL BELAJAR SISWA
DI SD

Oleh

LATIFA ADELLIA UNIVERSITAS TERBUKA

P en e litia n in i b ertu ju a n u ntu k m en je la s k a n p e ng a ru h s ik a p k a s ih s a ya n g g u ru P K n

terh a d a p p erila k u s is w a ya n g b erb u d i p e k erti d a n h a s il b ela ja r s is w a d i S D L a m p u n g .
M eto d e ya n g d ig u n a k a n d a la m p e n elitia n in i a d a la h m eto d e d es k rip tif k u a ntita tif.
S a m p el d a la m p e n elitia n in i d ia m b il s e b a n ya k 1 0 % d a ri 4 7 9 ju m la h s is w a -s is w i S D
P erin tis 2 B a nd a r L a m p u n g Ta h u n P ela ja ra n 2 0 1 1 / 2 0 1 2 d a n d ip e ro leh s a m p el 4 8
s is w a. T e k n ik p en g u m p u la n d a ta ya n g d ig u n a k a n a n g k et, s k a la s ik a p , d a n te s .

H a s il a n a lis is d a ri p en g o la h a n d a ta p en e litia n d ik e ta h u i b a h w a a d a p e ng a ru h p o s itif

d a n s ig n ifik a n a n ta ra s ik a p k a s ih s ay an g g u ru P K n terh a d a p p e rila k u s is w a ya n g
b e rb u d i p ek e rti, s em a k in tin g g i s ik a p k a s ih s a ya n g g u ru P K n , m a k a s e m a k in tin g g i
p u la p erila k u s is w a y an g b e rb u d i p e k erti c o n to h n ya , m e n a n a m k a n ra s a to lo n g
m en o lo n g d a n m en g h o rm a ti k ep ad a s is w a , s e rta p o la h id u p g u ru ya n g b a ik m a m p u
m en in g k a tk a n k u a lita s k a ra k ter d a n b u d i p ek e rti s is w a d a la m k eh id u p a n s eh a ri-h a ri.
S erta a d a p en g a ru h p o s itif d a n s ig n ifik a n ju g a a n ta ra s ik a p k a s ih s a ya n g g u ru P K n
terh a d a p h a s il b e la ja r s is w a , s em a k in tin g g i p en g a ru h s ik a p k a s ih s a ya n g g u ru P K n ,
m a k a s em a k in tin g g i p u la h a s il b e la ja r s is w a c o n to h n ya , k a s ih s a ya n g g u ru m a m p u
m en in g k a tk a n s em a n g a t b e la ja r s is w a d a la m m e m a ha m i s o a l d a n tu g a s P K n d en g a n
p e rc a ya d iri, s erta a k tif d a la m k eg ia ta n d is k u s i d i k ela s .

Kata kunci:
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PENDAHULUAN

Latar Belakang Masalah

G u ru m e m ilik i p era n a n p en tin g d ala m d u n ia p en d id ik a n k are n a g u ru m em eg a n g k u n c i

d a la m p e n d id ik a n d a n p e m b ela ja ra n d is e k o la h . G u ru a d a la h p ih a k ya n g p a lin g d e k a t
b e rh u b u n g a n d en g an s is w a d a la m p ela k s a n a a n p e n d id ik a n s e h a ri-h a ri, d a n g u ru
m eru p a k a n p ih a k ya n g p a lin g b es a r p e ra n a n n ya d a la m m e n en tu k a n k eb erh a s ila n
s is w a d a la m m e n c a p a i tu ju a n p en d id ika n .
P era n d a n fu n g s i s erta tan g g u n g ja w a b g u ru P K n p a d a s e tia p je n ja n g p e n d id ik a n
k h u s u s n ya S D d i h a ra p k a n u n tu k m en ja d ik a n p a ra s is w a s eb a g a i c a lo n w a rg a ne g a ra
ya n g b a ik . D en g a n a d a n ya g u ru P K n m e m p u n ya i s ik a p k a s ih s a ya n g d ih a rap k a n s is w a
d a p a t m en jad i w a rg a n eg a ra ya n g relig iu s , d is ip lin , tan g g u n g ja w a b ya n g b erp en g a ru h
p a d a p en in g k ata n h a s il b e la ja r s is w a . O leh k a re n a itu , s ik a p s eo ra n g g u ru m em p u n ya i
d a m p a k la n g s u n g te rh a d a p p e rila k u s is w a s erta h a s il b e la jar s is w a .
P erg a u la n rem a ja ya n g ta n p a a ra h d a n p e n g a w a s a n te rh ad a p k u ra n g n ya s ik a p k a s ih
s a ya n g g u ru m em p u n ya i k ec en d eru n g a n m en g ara h p a d a p erg a u la n rem a ja ya n g
n eg a tif d a n p en u ru n a n h a s il b ela ja r s is w a . O le h k a re n a itu p e rlu a d a n ya p era n g u ru
P K n d a la m m e n d id ik , m e la tih , m em b im b in g , m em b in a , m e n g a ra h k a n s is w a s e s u a i
d e n g a n tu ju a n p em b ela ja ra n .

T a b e l 1 . D a ta p ela n g g a ra n ta ta te rtib s is w a d i SD
No. Ta hu n J u m la h P ela n g g a ran
1 2010 112
2 2011 150
3 2012 35

J u m la h Pe la n g g a ran 297
S u m b er D a ta : B a g ia n K es is w a a n / B im b in g a n K o ns eling

T a b e l d i a ta s a d a la h h a s il o b s erv a s i a w a l d i SD o le h p e n eliti, d a ri k a s u s a ta u
p e la n g g a ra n ta ta te rtib . D ik e ta h u i p u la p a d a p e rio d e ta h un p e la ja ra n 2 0 0 9 /2 0 1 0
terja d i p ela n g g a ra n s e b a n ya k 1 1 2 k a s u s k em u d ia n ta h u n p ela ja ra n 2 0 1 0 /2 0 1 1
m en in g k a t s eb a n ya k 1 5 0 k a s u s d a n ta h u n p ela ja ra n 2 0 1 1 /2 0 1 2 s eb a n ya k 3 5 ya n g
m elip u ti a n ta ra la in b o lo s s ek o la h , m e ro k o k , b e rk e lah i, s e rta m a s u k s ek o la h ta n p a
s u ra t k e te ra n g a n . P e la n g g a ra n te rha d a p ta ta te rtib s e k o la h m en u n ju k k a n b a hw a
s is w a k u ra n g p a tu h terh a d a p p era tu ra n s ek o la h . B e rb a g a i u p a ya ya n g te la h
d ila k a s a n a k a n d i s e k o la h s erin g k u ra n g d ih a rg a i d a n d ip e rh a tik a n o le h s is w a . S e k o la h
s a n g a t b e rp era n d a la m m en a n a m k a n d a n m e n u m b u h k a n a s p ek p e n d id ik a n m o ra l.

B erd a s a rk a n u ra ian la ta r b e la k a n g m a s ala h ters e b u t d i a ta s , m a k a p e n eliti in g in

m en g ata h u i te n ta n g P e n g a ru h Sik a p K a s ih S a ya n g G u ru P k n T erh a d ap P erila k u S is w a
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Y a n g B e rb u d i P ek e rti D a n H a s il B e la ja r S is w a D i S D T a h u n 2 0 1 1 / 2 0 1 2 . U n tu k leb ih
m elen g k a p i d a n m en g u a tk a n d a ta h a s il p ra s u rv ey d i S D p e n u lis ju g a m e n c a n tu m k a n
d a ta h a s il u la n g a n h a ria n m a ta p e la ja ra n P K n .
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T a b e l 2 . H a s il U la n g a n H a ria n M a ta P ela ja ra n PK n K e la s X I S M A P erintis 2 B a n d a r

La m p un g T a hu n P e la jara n 2 0 1 1 /2 0 1 2

No K ela s J en is K etera n g a n KKM

K elam in
L P T u nta s Tid a k T u nta s
1 K ls 1 A 15 20 33 2 68
2 K ls 2 S d A 25 20 25 20 68
3 K ls 2 B 22 22 20 24 68
4 K ls 3 A 25 19 25 19 68
5 k ls 3 B 21 26 25 22 68
6 K ls 4 A 20 25 30 15 68
7 K ls 4 B 20 25 20 25 68
8 K ls 4 11 30 11 30 68
9 K ls 5 A 20 26 18 28 68
10 k ls 6 A 23 22 20 25 68
11 k ls 6 B 17 25 22 20 68

B erd a s a rk a n ta b e l h a s il U la n g a n H a ria n M a ta Pe la ja ra n P K n d i S D T a h u n P e la ja ra n
2 0 1 1 /2 0 1 2 ya itu k u ra n g , k a re na p a d a p em a h a m a n s is w a d a n tin g k at d a ya p ik ir s is w a
ya n g b e rb ed a -b ed a , s e h in g g a m e n g h a ru s k a n g u ru k rea tif d a la m m enggunakan
m eto d e p em b e la ja ra n d a n s ik a p s e o ra n g g u ru ya n g m em ilik i s ik a p k a s ih s ay an g ,
s eh in g g a d en g a n a d a n ya m eto d e d a n s ik a p k a s ih s a ya n g g u ru ya n g s e im b a n g a k a n
m en g ha s ilk a n p e s erta d id ik ya n g m em ilik i p e rila k u d a n h a s il b ela ja r d e ng a n b a ik ,
s ela in itu d e n g a n a d a n ya s ik a p g u ru ya n g p en u h k a s ih s a ya n g m e n ja d ik a n s is w a
n ya m a n p a d a p ro s e s p em b elajara n.
A ta s d a s a r in ila h m ak a p e n u lis m en g a n g g a p p erlu u n tu k m en g eta h u i a p a k a h a d a
P en g a ru h S ik ap K a s ih Sa ya n g G u ru P K n T erh a d a p P e rila k u S is w a Y a n g B e rb u d i
P ek e rti d a n H a s il B ela ja r S is w a D i S D T a h u n P ela ja ra n 2 0 1 1 / 2 0 1 2 .

Tinjauan Pustaka

a. Pengertian Sikap.

M en u ru t S ya ifu d d in (2 0 0 8 : 2 1 ) “ m en g em u k a k a n b a h w a s ik a p d a p a t d ia rtik a n
k e s ia p a n m eres p o n ya n g s ifa tn ya p o s itif, n eg a tif a ta u n e tra l terh a d a p o b jek a ta u
s itu as i s ec a ra k o n s is te n . “

Ada p u la m en u ru t N e wc om b (200 8: 1 14) “ m engem ukakan b ahwa s ik a p

m eru p a k a n s u a tu k es a tu a n k o g n is i ya n g m e m p u n ya i fa le n s id a n a k h irn ya
b erin te g ra s i k e d a la m p o la ya n g le b ih lu a s .”

B erd a s a rk a n p en d a p a t d i a ta s , d a p a t d ita rik k es im p u la n b a h w a s ik a p m e ru p a k a n

k e c e n d eru n g a n s e o ra n g in d iv id u te rh a d a p s u a tu o b je k te rte ntu , s itua s i a ta u o ra n g
la in ya n g k em u d ia n d id es k rip s ik a n d a la m b e n tu k s eb u a h res p o n k o g n itif, a fe k tif,
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d a n p erila k u in d ivid u . S e rta k e s ia p a n s es e o ra n g b e rtin d a k , b e rp e rs e p s i, b erfik ir,

d a n m e ra s a d a la m
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m en g h a d a p i o b je k , id e, s itu a s i, a ta u n ila i u n tu k m en e n tu k a n a p a k a h o ra n g h a ru s p ro
a ta u k o n tra terh a d a p s e s u a tu .

b. Ciri-ciri Sikap

C iri-c iri s ik a p m en u ru t p en d a p a t M a r'a t (1 9 8 1 : 7 6 ) ya n g m e n jela s k a n te n ta n g

c iri-c iri s ik a p s e b a g a i b erik u t :

1 . S ik a p tid a k la h m e rup a k a n s is tem fis io lo g is a ta u p u n d ituru nk a n .

2 . S ik a p s ela lu d ih u b u n g k a n d en g a n o b je k m a n u s ia , w a w a s a n , p eris tiw a a ta u id e.
3 . S ik a p d ip e ro leh d a la m b erin tera k s i d en g an o ra n g la in , b a ik d i rum a h , s e k o la h ,
tem p a t ib a d a h , a ta u te m p a t la in n ya m ela lu i n a s e h a t tela d an a ta u p erc a k a p a n .
4 . S ik a p m e ru p a k a n k e s ia p a n b ertin d a k d en g a n c a ra -c a ra terten tu terh a d a p o b jek .
5 . P era s a a n d a n a fek s i m eru p a k a n b a g ia n d a ri s ik a p ak a n ta m p a k p a d a
p ilih a n ya n g b ers a n g k u ta n a p a k a h p o s itif a ta u ra g u .
6 . T in g k a t in ten s ita s s ik a p terh a d a p o b je k te rten tu k u a t a tau ju g a lem ah .
7 . S ik a p m u n g k in h a n ya c o c o k p a d a s itu a s i ya n g s e d a n g b e rla n g s un g , a k a n te ta p i,
b e lu m ten tu s es u a i p a d a la inn ya .
8 . S ik a p d a p a t b e rs ifa t re la tif m e n eta p d a la m s e ja ra h h id u p m a nu s ia .
9 . S ik a p m e ru p a k a n b a g ia n d a n k o n tek s p e rs e p s i a ta u p u n k o g n is i ind ivid u .
1 0 . S ik a p m e ru p a k a n p e n ila ia n te rh a d a p s es u a tu ya n g m u n g k in m em p u n ya i
k o n s e k u en s i te rte n tu b a g i ya ng b e rs a n g k u ta n .
1 1 . S ik a p m e ru p a k a n p e n a fs ira n d a n tin g k a h la k u ya n g m u n g k in m e n ja d i in d ik a to r
ya n g s e m p u rn a , a ta u b a h k a n ya n g tid a k m e m a d a i.

c. Unsur-Unsur Pembentukan Sikap

A d a p u n p eb en tu k a n d a n p eru b a h a n s ik a p d a p a t d ila k u k a n m e la lu i em p a t
m a c a m c a ra ya itu:

1. Ado psi

2 . D ifere ns ia si

3 . In teg ra s i

4 . T ra u m a

d. Pembentukan Sikap

P em b en tu k a n d a n p e ru b a h a n s ik a p s es e o ra n g d a p a t d iten tu k a n d en g a n d u a fa k to r,
ya itu fa k to r ya n g b era s a l d ari d a la m in d ivid u (in te rn ) b eru p a s elek tif u n tu k
m en e rim a d a n m e n g o la h p en g a ru h -p en g a ru h y an g d ata n g d a ri lu a r,d a n fa k to r d ari
lu a r (e k s te rn ) b eru p a k e a d a a n a ta u k o n d is i ya n g b e ra s a l d a ri lu a r in d ivid u h a s il d ari
in tera k s i in d iv id u d en g a n in d iv id u , m a u p u n in d ivid u d en g a n k e lo m p o k .
H u b u n g a n s ik a p in d ivid u terh a d a p lin g k u n g a n a n ta ra la in d a p a t b eru p a :
1 . In d iv id u m e n o la k lin g k u n g a n
2 . In d iv id u m e n erim a ling k un g a n
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3 . In d iv id u a l b ers ik ap n e tra l
 10

M en u ru t B im o W a lg ito (2 0 0 3 : 1 2 1 ) B e rk a ita n d en g a n p em b e n tu k an a ta u
p en g u b a h a n s ik a p , te rd a p a t b e b e ra p a f a k to r ya n g m en g u b a h s ik a p , a n ta ra la in:
1 . F a k to r k e k u a ta n a ta u F o rc e. B eru b a h n ya n o rm a k elo m p o k
2 . B eru b a h n ya m e m b ers h ip g ro up
3 . B eru b a h n ya re feren c e g ro up
4 . M em b e n tu k k elo m p o k b aru

e. Komponen Sikap

M en g en a i k o m p o ne n s ik a p , a d a tig a m a c a m k o m p o n en ya itu k o g n is i, a fek s i d a n

k o n as i, k e tig a ra n a h te rs eb u t d ija b a rk a n s e b a g a i b e rik u t :

1 . K o m p o n en k o g n is i b e rh u b u n g a n d en g a n k e ya k in an ( ) , id e d a n ko ns ep .

2 . K o m p o n en a fek s i ya n g m e n ya n g k u t e m o s io n a l se se o ra n g

3 . K o m p o n en k o n a s i ya n g m e ru p a k a n k e c e nd eru n g a n b e rtin g k a h la ku

f. Faktor-Foktor Yang Mempengaruhi Pembentukan Sikap Dan Perubahan Sikap

M en u ru t A zw a r(2 0 0 6 :1 9 ) b a h w a fa k to r ya ng m e m p en g a ru h i p e m b en tu k a n d a n
p eru b a h a n s ik a p a d a la h :

P en g a la m a n p erib a d i

K e b u d a yaa n

O ra n g la in ya n g d ia n g g a p p en tin g

M e d ia m a s sa

Le m b a g a p e n d id ik a n d a n ag am a

E m o s io n a l

g. Pengukuran Sikap

1 . S k a la T h u rs to n e (M eth o d o f E q u e l-A p p e a rin g In terv a ls

2 . S k a la L ik e rt (M eth o d o f S u m m a te d s R ating s)
3 . U n o b s tru s iv e M e as u re s
4 . M u ltid im en s io n a l S c a lin g

1. Tinjauan Umum Kasih Sayang

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a. Pengertian Kasih Sayang

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M en u ru t S u m a rto n o (2 0 0 4 : 3 7 ) “ m en g e m uk a k a n b a h w a k a s ih s a ya n g a d a la h
s ik a p ya n g b era s a l d a ri d ala m d iri ya n g m a m p u m e yem b u hk a n b erb a g a i p en ya k it
d iri s ep e rti ra s a a m a ra h , c u rig a , a ta u c em b u ru y an g d ila k u k an s e c a ra b erleb ih an . ”

S e m e n ta ra m en u ru t S o e tjin in g s ih (1 9 9 5 : 1 2 1 ) “ m en g e m u k ak a n b a h w a k a s ih
s a ya n g m e ru p a k a n s a la h s a tu b e n tu k p e rw u ju d a n p ro s e s p en g em b a n g a n tim b a l
b a lik ra s a c in ta d a n k a s ih s a ya n g a n ta ra s e s a m a m a n u s ia , s e rta a n ta r g e n era s i
ya n g m eru p a k a n d a s ar h u b u n g a n k e k elu a rg a a n ya n g h a rm o n is . ”

B erd a s a rk a n p e n d a p a t p a ra a h li ten ta n g p e n g e rtia n k a s ih s a ya n g d i a ta s , d a p a t

d is im p u lk a n b ah w a k a s ih s a ya n g sangat d ip e rlu k a n d a la m k e h id u p a n
b erm a s ya ra k a t k a ren a m eru p a k an s u a tu k ep erlu a n b e rs a m a d ia n ta ra s e s a m a
m a n u s ia . D a la m k eh id u p a n ya n g d iw arn a i d en g a n k as ih s a ya n g , s e m u a o ra n g a k a n
m em ilik i ra s a ta n g g u n g ja w a b , p en g o rb a n a n , s a lin g to lo n g -m en o lo n g , k e ju ju ra n ,
s a lin g m e m p erc a ya i, s a lin g m em b in a p en g ertia n d a n k e te rb u k a a n s e h ing g a d a p a t
terc ip ta s u a s a n a ya n g ru k u n d an d a m a i.

b. Fungsi Kasih Sayang

M en u ru t S u m a rto n o (2 0 0 4 : 2 3)

1 . K a s ih s a ya n g m e n yem b u rk a n e n erg i ya n g d a sya t

2 . K a s ih s a ya n g m e m p erla k u a n m a n u s ia s e s u a i k o d ra tn ya

3 . K a s ih s a ya n g m e n ja d ik a n p rib a d i ya n g k ua t

4 . K a s ih s a ya n g m e n ja d ik a n h id u p ya n g s eras i

2. Tinjauan Umum Pendidikan Budi Pekerti

a. Pendidikan Budi Pekerti

P en d id ik a n b u d i p ek e rti m eru p ak a n p ro g ra m p e m b ela ja ra n d i s ek o la h ya n g

b e rtu jua n m e n g e m b a n g k a n w a ta k a ta u ta b ia t d en g a n c ara m e n g h a ya ti n ila i-n ila i
d a n k eya k in a n s eb a g a i k e k u a ta n m o ra l d ala m h id u p n ya m e la lu i k eju jura n , d a p a t
d ip erc a ya , d is ip lin , d a n k e rja s a m a ya n g m e n ek a n k a n ra n a h a fe k tif (p e ra s a a n d a n
s ik a p ) ta n p a m en in g g a lk an ran a h k o g n itif ( b erp ik ir ra s io n a l) dan ra n a h
s k ill/ p s ik o m o to rik (k e te ra m p ila n , tera m p il m en g o la h d a ta , m en g em u k a k a n
p e n d a p a t, d a n k eja s a m a ).

b. Fungsi Pendidikan Budi Pekerti

M en u ru t C a h yo to (2 0 0 1 : 1 3 ) m en g em u k a k a n b a h w a fu n g s i p en d id ik a n b ud i p ek e rti
a n ta ra la in s e b a g a i b e rik u t,
 13

1 . S is w a m em a h a m i s u s u n a n p en d id ik a n b u d i p e k erti d a la m lin g k u ng a n etik a

b a g i p en g em b a n g d irin ya d a la m b id a n g ilm u p e n g e ta h u a n .

2 . S is w a m em ilik i b u d i p e k erti lu h u r b a g i p o la p erila k u s e h a ri-h a ri ya n g d id a s a ri

h a k d a n k ew a jib a n s e b a g a i w a rg a ne g a ra .
 14

3 . S is w a d a p a t m e nc a ri d a n m em p e ro leh in fo rm a s i ten ta n g b u d i p ek e rti,

m en g o la h n ya d a n m e n g a m b il k e p u tu s a n d a la m m en g h ad a p i m a s a la h n ya ta
d im a s ya ra k a t.

4 . S is w a d a p a t b erk o m u n ik a s i d an b ek erja s am a d en g a n o ra ng la in
un tuk m e n g e m b a n g k a n n ila i m o ra l.

3. Tinjauan umum pengertian perilaku

a. Pengertian perilaku

M en u ru t S u ra h m a n (1 9 7 7 : 7 5 5 ) “ m en g em u k a k a n b a h w a p e rila k u d id efin is ik a n
s eb a g a i ta ng g a p a n a ta u rea k s i in d ivid u terh a d a p ra n g s a n g a n a ta u lin g k u n g a n .”
In i b e ra rti ra n g s a n g a n d a ri s tim u lu s d ap a t m e n g u b a h p erila k u in d iv id u , b a ik itu
m eru p a k a n res p o n p o s itif ya n g b e ra rti m en jala n k a n a p a ya n g d ila k u k a n s tim u lu s
a ta u res p o n n e g a tif ya n g b era rti s u d a h m em a h a m i n a m u n tid a k m e n ja la n k a n ny a.

S em e nta ra m en u ru t N a n a S ya o d ih S u k m a d in a ta (2 0 0 7 : 4 1 ) “ m e n g e m u k a k a n
b a h w a p e rila k u a ta u k eg ia ta n in d ivid u m en ya n g k u t h a l-h a l ya n g d ia s a d a ri d a n ju g a
ya n g d ia tid a k s a d a ri. ”

B erd a s a rk a n p en d a p a t ters eb u t, m a k a p erila k u m e rup a k a n s u a tu ta n g g a p a n a ta u

rea k s i ind ivid u terh a d a p ra n g s a n g a n a ta u lin g k u n g a n y an g s a lin g m e m p en g a ru h i
s ec a ra s a d a r a ta u p u n tid a k d is a d a ri ya n g d a p a t d ib e n tu k s e b a g a i h a s il d a ri b e la ja r.
P erila k u in d ivid u s e rin g k a li d ik e lo m p o k k a n m en ja d i tig a k a te g o ri, ya itu k eg ia ta n
k o g n itif, a fe k tif, d a n p s ik o m o to r.

b. Pengertian Siswa

S is w a m e n u ru t P a s a l 1 a ya t (4 ) U U S is d ik n as N o . 2 0 T a hu n 2 0 0 3 d id e fin is ik a n ”
s eb a g a i a n g g o ta m a s ya ra k a t ya n g b eru s a h a m en g e m b a n g k a n p o ten s i d iri m e la lu i
p ro s es p em b e laja ra n ya n g ters e d ia m ela lui ja lu r, jen ja n g , d a n je n is p e n d id ik a n
terten tu ” .

M en u ru t O e m a r H a m a lik ( 2 0 0 1 : 9 9 ) “ m e n g em u k a k a n b a h w a s is w a a d a la h s a la h
s a tu k o m p o n en d a la m p en g a ja ra n , d is a m p in g fa k to r g u ru , tu ju a n , d a n m e to d e
p e n g a ja ra n .”
 15

D a p a t d is im p u lk a n b a h w a s is w a m eru p a k a n u n s u r p e n en tu d a la m p ro s e s b ela ja r
d a n m en g a ja r. T a n p a a d a n ya s is w a tid a k a k a n terja d i p ro s es p e n g a ja ra n . H a l in i
d is e b a b k an s is w a la h ya n g m e m b u tu hk a n p e n g a ja ra n b u k a n g u ru , g u ru h a n ya
b e ru s a ha m em en u h i k e b u tu h a n ya n g a d a p a d a s is w a . T a n p a a d a n ya s is w a , g u ru
tid a k m u n g k in m en g a ja r s e h in g g a s is w a a d a la h k o m p o n e n ya n g te rp en tin g d a la m
h u b u n g a n p ro s es p em b e la ja ra n .
 16

c. Jenis Perilaku

1 . P erila k u re flek s if

2 . P erila k u n o n - reflek sif

d. Pembentukan Perilaku

1 . P em b e n tu k a n p e rila k u d en g a n k e b ia s a a n (k o n d is io nin g )

2 . P em b e n tu k a n p e rila k u d en g a n p erila k u (in s ig ht)

3 . P em b e n tu k a n p e rila k u d en g a n m en g g u n a k a n m o d el

e. Teori Perilaku

1 . T eo ri Ins tin g

2 . T eo ri D o ro ng an

3 . T eo ri Ins e ntif

4 . T eo ri A trib u s i

5 . T eo ri K o g nitif

f. Faktor-Faktor Yang Mempengaruhi Perilaku Siswa

M en u ru t N a n a S ya o d ih Su k m a d in a ta ( 2 0 0 7 : 4 4 ) m e n g em u k a k a n b a h w a b a n ya k
fa k to r ya n g m e m p en g a ru h i p e rila k u in d iv id u , b a ik ya n g b e rs u m b er d a ri d a la m
d irin ya ( fa k to r in tern ) a ta u p u n ya n g b era s a l d a ri lu a r d irin ya (fa k to r e k s tern ).

4. Pengertian Hasil Belajar

M en u ru t D ja m a ra h ( 2 0 0 0 : 4 5 ) “ m en g em u k a k a n b a h w a h a s il b ela ja r a d a la h
p re s ta s i d a ri s u a tu k eg ia ta n ya n g tela h d ik e rja k a n , d ic ip ta k a n , b a ik s e c a ra in d ivid u
m a u p u n k e lo m p o k . H a s il tid a k a k a n p ern a h d ih as ilk a n s e la m a o ra n g tid a k
m ela k u k a n s e s u a tu . U n tu k m en g h a s ilk a n s eb u ah p re s ta s i d ib u tu h k a n p erju a n g a n
d a n p e n g o rb a n a n ya ng s a n g a t b e s a r. H a n ya d en g a n k e u le ta n , s u ng g u h – s u n g g u h ,
k em a u a n ya n g tin g g i d a n ra s a o p tim is m e d irila h ya n g m a m p u u n tu k m a n c a p a in ya .”

S ed a n g k a n m en u ru t S u h a rs im i A rik u n to (1 9 9 0 : 1 3 3 ) “ m e n g a ta k a n b a h w a h as il
b e la ja r a d a la h h a s il a k h ir s e te la h m en g a la m i p ro s es b ela ja r, p e ru b a h a n itu ta m p a k
 17

d a la m p erb u ata n ya n g d a p a t d ia a m a ti,d a n d a p a t d iu k u r.”

 18

B erd a s a rk a n d efin is i d i a ta s , d a p a t d is im p u lk a n b a h w a h a s il b ela ja r m e ru p a k a n

h a s il ak h ir d ari s u a tu p ro s e s p em b e la ja ra n ya n g d ila k u k a n o le h in d ivid u ya ng
m elip u ti b erb a g a i a s p ek , ya itu p en g ertia n , p em a h a m a n d a n ting k a h la k u .

5. Pengertian Ranah Kognitif, Afektif, dan Psikomotor

a . R a n a h k o g n itif

b . R a n a h afe ktif

c . R a n a h p s ik im o to rik

Tujuan Penelitian

S ec a ra u m u m p en e litian in i b ertu ju a n u n tu k m en je las k a n p en g a ru h s ik a p k a s ih s a ya n g

g u ru P K n terh a d a p p e rila k u s is w a d a n h a s il b e la ja r s is w a d i S M A P erin tis 2 B a n d a r
La m p un g T a hu n P e la jara n 2 0 1 1 /2 0 1 2

METODE PENELITIAN

M eto d e p e n elitia n ya n g d ig u n a k a n d a la m p en e litia n in i a d a la h m e to d e k u a ntita tif.

P o p u la s i d a la m p en elitia n in i a d a la h 4 7 9 s is w a s e d a n g k a n s a m p e l ya n g d ig u n ak a n
b e rju m la h 4 8 s is w a . V a ria b el P en e litia n te rd iri d a ri tig a v aria b e l, ya itu V a ria b el B eb a s
ya itu s ik a p k a s ih s a ya n g ( X ) d an V a ria b el T e rik a t ya itu p erila k u s is w a (Y 1 ) d a n h a s il
b e la ja r (Y 2 ). Te k n ik p en g u m p ula n d a ta d ila k u k a n m e lalu i a n g k et, s k a la s ik a p , d a n tes .
A la t u k u r a n g k e t m e n g g u n ak an tig a a lte rn a tif k e m u n g k in a n p ilih a n . T ek n ik p e n u n ja n g
d a ta d ila k u k a n te rid iri d a ri d o k u m e n ta s i, w a w a n c a ra , d a n s tu d i k e p u s ta k a a n . U ji
rea lib ilita s m en g g u n a k a n ru m u s p ro d u c t m o m e n t d a n m e n c a ri re alib ilita s n ya d en g a n
m en g g u n a k a n S p erm a n B ro w n . T ek n ik an a lis is d a ta m en g g u n a k a n ru m u s in terva l,
p re s en ta s e, d a n m o d e l reg re s i lin ies s e d erh a n a . S ete la h m en g u ji hip o tes is reg re s i
linie r s ed erh a n a d ila n ju tk a n d en g a n u ji s ig n ifik a n . S e la n ju tn ya d a ta akan d iu ji
m en g g u n a k a n ru m u s re g res i b e rg a n d a .

HASIL DAN PEMBAHASAN

KASIH SAYANG GURU PKN

Kasih Sayang Guru PKn Pada Indikator Kenyamanan

B erd a s a rk a n d a ta h a s il s eb a ra n a n g k e t k e p a d a 4 8 res p o n d en ya n g b e ris ik a n 5 ite m

p erta n ya a n ten ta n g s ik a p k a s ih s a ya n g g u ru P K n S M A P e rin tis 2 B a n d a r L am p u ng
T a h u n P ela ja ra n 2 0 1 1 / 2 0 1 2 , m a k a d ik e ta h u i:

Tabel 1. Distribusi Frekuensi Indikator Kenyamanan

No. Kelas Interval Frekuensi Presentase Kategori

1. 1 0 -1 1 3 6 ,2 5 % K u ra n g B aik
 19

2. 1 2 -1 3 27 5 6 ,2 5 % C u k u p B aik
3. 1 4 -1 5 18 3 7 ,5 % B a ik

Jumlah 48 100%
 20

B erd a s a rk a n h a s il a n a lis is ta b el 1 , m a k a d a p a t d ik e ta h u i b a h w a s ik a p k a s ih s a ya n g
g u ru P K n te rh a d a p p e rila k u s is w a ya n g b e rb u d i p e k erti d a n h a s il b ela ja r s is w a p ad a
in d ik a to r k e n ya m a n a n c u k u p b a ik ya itu 5 6 ,2 5 % . A rtin ya k e ny am a n a n m e ru p a k a n
b a g ia n d a ri s ik a p k a s h s a ya n g g u ru P K n c u k u p b erp e n g a ru h te rh a d a p p erila k u
s is w a ya n g b erb u d i p ek e rti d a n h a s il b ela ja r s is w a .

Kasih Sayang Guru PKn Pada Indikator Rasa Cinta Kasih

B erd a s a rk a n d a ta h a s il s e b a ra n a n g k et k e p a d a 4 8 res p o n d en ya n g b eris ik a n 4

ite m p erta ny aa n ten ta n g k a s h s a ya n g g u ru P K n p a d a in d ik a to r ra s a c in ta k a s ih d i
S M A P erin tis 2 B a n d a r L a m p u n g T a h u n P ela ja ra n 2 0 1 1 / 2 0 1 2 , m a k a d ik e ta h u i:

Tabel 2. Distribusi Frekuensi Indikator Rasa Cinta Kasih

No. Kelas Interval Frekuensi Presentase Kategori

1. 7 -8 2 4 ,1 7 % K u ra n g B a ik
2. 9 -1 0 13 2 7 ,0 8 % C u k u p B aik
3. 1 1 -1 2 33 6 8 ,7 5 % B a ik
Jumlah 48 100%
B erd a s a rk a n ha s il a n a lis is ta b e l 2 0 , m a k a d a p a t d ik e ta h u i b a h w a s ik a p k a s ih
s a ya n g g u ru P K n te rh a d a p p e rila k u s is w a ya n g b erb u d i p e k erti d a n h a s il b e la ja r
s is w a p a d a in d ik a to r ra s a c in ta k a s ih a d a la h b a ik ya itu 6 8 ,7 5 % . A rtin ya ra s a c in ta
k a s ih m e ru p a k a n b a g ian p en tin g d a ri s ik a p k a s ih s a ya n g g u ru P K n d a la m
m em p e n g a ru h i p e rila k u s is w a ya n g b e rb u d i p ek e rti d a n h a s il b ela ja r s is w a ,
c o n to h n ya s e p e rti g u ru m em b e rik a n p erh a tia n d a la m m en d id ik s is w a d en g a n
m en a n a m k a n n ila i-n ila d a n p e s a n m o ra l k ep a d a s is w a .

Kasih Sayang Guru Pkn Pada Indikator Moral Etika

B erd a s a rk a n d a ta h a s il s eb a ra n a n g k e t k ep a d a 4 8 re s p o n d e n ya n g b e ris ik a n 5
ite m p erta n ya an ten ta n g p en g a ru h s ik ap k a s ih s a ya n g g u ru P K n , m a k a d ik e tah u i:

Tabel 3. Distribusi Frekuensi Indikator Pengaruh Sikap Kasih Sayang Guru PKn
pada Sikap Moral Etika

No. Kelas Interval Frekuensi Presentase Kategori

1. 7 -9 1 2 ,0 8 % R en d a h

2. 1 0 -1 2 8 1 6 ,6 7 % S ed a n g

3. 1 3 -1 5 39 8 1 ,2 5 % T in g g i

Jumlah 48 100%
B erd a s a rk a n ta b el d is trib u s i d i a ta s m a k a d a p a t d ije la s k a n b a h w a p en g aru h s ik a p
k a s ih s ay an g g u ru PK n terh a d a p p erila k u s is w a ya n g b e rb u d i p e k erti d a n h as il
b e la ja r s is w a d i SM A P e rin tis 2 B a n d a r La m p un g T a hu n P e la jara n 2 0 1 1 /2 0 1 2 p a d a
in d ik a to r m o ra l etik a s a n g a t b erp e n g a ru h d en g a n p res e n ta s e 8 1 ,2 5 d a n m a s u k
 21

p a d a k ate g o ri tin g g i ya itu g u ru d a la m p ro s e s p em b e la ja ra n d i k e la s m em b e rik a n

c o n to h ya n g b a ik d a la m s ik a p b e rm o ra l e tik a s ep erti b erp e n a m p ila n s o p a n s e rta
b e rtu tu r k a ta d a la m k e h id u p a n s eh a ri-h a ri.
 22

SKALA SIKAP

B erd a s a rk a n d a ta h a s il s eb a ra n a n g k e t k ep a d a 4 8 re s p o n d e n ya n g b e ris ik a n 9
ite m p e rta n ya a n te n ta n g p e n g a ru h s ik a p k a s ih s a ya n g g u ru P K n terh a d a p p e rila k u
s is w a ya n g b e rb u d i p ek e rti d a n h a s il b e la ja r s is w a d i S M A Pe rin tis 2 B a n d a r
La m p un g T a h u n P ela ja ra n 2 0 1 1 / 2 0 1 2 d e n g a n m e n g g u n a k an s k a la s ik a p , m a k a
d ik e ta h u i:

Tabel 4. Distribusi Pengaruh Sikap Kasih Sayang Guru Pkn Terhadap Perilaku
Siswa Yang Berbudi Pekerti Dan Hasil Belajar Siswa Di SMA Perintis 2 Bandar
Lampung Tahun Pelajaran 2011/2012

No Kelas Interval Frekuensi Persentase Kategori

1 21 – 25 1 2 ,0 8 % Sangat Tidak Setuju
2 26 – 30 6 1 2 ,5 % Tidak Setuju
3 31 – 35 19 3 9 ,5 8 % Ragu – Ragu
4 36 – 40 21 4 3 ,7 6 % Setuju
5 41 – 45 1 2 ,0 8 % Sangat Setuju
Jumlah 35 100%
S u m b e r: A n a lis is d a ta p rim er

HASIL BELAJAR SISWA

Ranah Kognitif

B erd a s a rk a n d a ta h a s il s e b a ra n a n g k et k e p a d a 4 8 re s p o n d e n ya n g b eris ik a n 3
item p erta n ya a n te nta n g in d ik a to r ra n a h k o g n itif p a d a h a s il b e laja r s is w a , m a k a
d ik e ta h u i:

Tabel 5. Distribusi Frekuensi Indikator Ranah Kognitif

No. Kelas Interval Frekuensi Presentase Kategori

1. 4 -5 2 4 ,1 7 % R en d a h
2. 6 -7 6 1 2 ,5 % S ed a n g
3. 8 -9 40 8 3 ,3 3 % T in g g i
Jumlah 48 100%
B erd a s a rk a n ta b el d is trib u s i d i a ta s m a k a d a p a t d ijela s k a n b a h w a p en g a ru h s ik a p
k a s ih s a ya n g g u ru P K n terh a d a p h a s il b ela ja r s is w a p a d a in d ik a to r ra n a h k o g n itif d i
S M A P e rin tis 2 B a n d a r La m p u n g T a h u n P ela ja ra n 2 0 1 1 /2 0 1 2 s a n g a t b e rp en g a ru h
d e n g a n p res e n ta s e 8 3 ,3 3 % d a n m a s u k p a d a k a teg o ri tin g g i. A rtin ya b a h w a s ik a p
k a s ih s a ya n g g u ru sang at b e rp era n p e n tin g d a la m m e n in g k a tk a n ra s a
k ein g in ta h u a n s is w a d a la m m em a h a m i p e la ja ra n P K n . S is w a m e n ja d i le b ih
terd o ro n g d a la m m en ye le s a ik a n tu g a s d a n s o a l P K n k a ren a fa k to r s ik a p k a s ih
s a ya n g g u ru P K n te rh a d a p s is w a .
Ranah Afektif
 23

B erd a s a rk a n d a ta h a s il s eb a ra n a n g k et k ep a d a 4 8 re s p o n d en ya n g b e ris ik a n 4
ite m p erta n ya a n ten ta n g in d ik a to r ra n a h a fe k tif p a d a h a s il b e la ja r s is w a , m a k a
d ik e ta h u i:
 24

Tabel 6. Distribusi Frekuensi Indikator Ranah Afektif

Kelas Interval Frekuensi Presentase Kategori

7 -8 1 2 ,0 8 % R en d a h
9 -1 0 7 1 4 ,5 8 % S ed a n g
1 1 -1 2 40 8 3 ,3 4 % T in g g i
Jumlah 48 100%

B erd a s a rk a n ta b el d is trib u s i d i a ta s m a k a d a p a t d ije la s k a n b a h w a p e n g a ru h s ik a p

k a s ih s a ya n g g u ru P K n terh a d a p h a s il b e la jar s is w a p a d a in d ik a to r ra n a h a fek tif d i
S M A P e rin tis 2 B a n d ar L a m p u n g Ta h u n Pe la ja ra n 2 0 1 1 / 2 0 1 2 s a n g a t b erp e n g a ru h
dengan p res e n ta s e 8 3 ,3 4 % d a n m a s u k p a d a k a teg o ri tin g g i. H al in i d a p a t
d ije la s k a n b a h w a s ik a p k a s ih s a ya n g g u ru s a n g a t b e rp e ng a ru h te rh a d a p h a s il
b e la ja r s is w a p a d a in d ik a to r ra n a h a fek tif s e p e rti s is w a leb ih m em ilik i m o tiva s i
ya n g tin g g i u n tu k ta h u leb ih b a n ya k m en g e n a i p ela ja ra n P K n ya n g d ite rim a d i
s ek o la h .

Ranah Psikomotorik

B erd a s a rk a n d a ta h a s il s eb a ra n a n g k e t k ep a d a 4 8 re s p o n d e n ya n g b e ris ik a n 5
ite m p e rta n ya a n ten ta n g in d ik a to r ra n a h p s ik o m o to r p a d a h a s il b ela ja r s is w a,
m a k a d ik eta h u i:

Tabel 7. Distribusi Frekuensi Indikator Ranah Psikomotor

Kelas Interval Frekuensi Presentase Kategori

1 2 -1 3 1 2 ,0 8 % T id a k D ila k uk a n
1 4 -1 5 47 9 7 ,9 2 % D ila k u k an
Jumlah 48 100%
B erd a s a rk a n ta b el d is trib u s i d i a ta s m a k a d a p a t d ijela s k a n b a h w a p en g a ru h s ik a p
k a s ih s a ya n g g u ru PK n te rh a d a p h a s il b e la ja r s is w a p a d a ind ik a to r p s ik o m o to r d i
S M A P erin tis 2 B a n d a r La m p u n g T a h u n P ela ja ra n 2 0 1 1 /2 0 1 2 s a n g a t b e rp en g a ru h
dengan p res e n ta s e 9 7 ,9 2 % dan m asuk pad a k a teg o ri d ila k u k a n. Hal in i
m en je la s k a n b a h w a s ik a p k a s ih s a ya n g g u ru s a n g a t b erp e n g a ru h terh a d a p h a s il
b e la ja r s is w a p a d a in d ik ato r ra n a h p s ik o m o to r s e p erti p erila k u s is w a p a d a s a a t
p ro s es k eg ia ta n b ela ja r m e n g a ja r di k e la s s is w a s ela lu m e m p erh a tik a n
p e m b ela ja ra n ya n g b e rla n g s u n g d a n b e rus a h a m em a h a m i p e la ja ra n d en g a n b a ik .

Pengujian Hipotesis

Pengujian Hipotesis Sendiri-Sendiri

a. Pengaruh Sikap Kasih Sayang Guru Pkn Terhadap Perilaku Siswa (X

Terhadap Y1)
 25

H ip o te s is u n tuk k a s u s in i:

Ho: T id a k a d a p en g a ru h s ik a p k a s ih s a ya n g g u ru P K n terh a d a p h a s il b ela ja r

s is w a d i S M A P erin tis 2 B a n d a r La m p u n g T a h u n 2 0 1 1 /2 0 1 2
 26

Ha: A d a p en g a ru h s ik a p k a s ih s ay an g g u ru P K n terh a d a p p erila k u s is w a d i

S M A P erin tis 2 B a n d a r L a m p u n g T a h u n 2 0 1 1 / 2 0 1 2

B erd a s a rk a n h a s il a n a lis is d a ta d ip e ro leh t hitung u n tu k S ik a p k as ih s a ya n g g u ru P K n

s eb es a r 2 ,3 0 > t tabel s eb es a r 2 ,2 5 d en g a n d em ik ian H o d ito la k d a n H a d ite rim a ,
a ta u d e n g a n k a ta lain s ik a p k a s ih s a ya n g g u ru P K n m em ilik i p e n g a ru h ya n g
s ig n ifik a n te rh a d a p p e rila k u s is w a ya n g b erb u d i p e k erti .

b. Pengaruh Sikap Kasih Sayang Guru PKn terhadap Hasil Belajar Siswa ( X
terhadap Y2)

H ip o tes is un tu k k a s u s ini:

Ho: T id a k a d a p en g a ru h s ik a p k a s ih s a ya n g g u ru P K n terh a d a p h a s il b ela ja r

s is w a d i S M A P erin tis 2 B a n d a r La m p u n g T a h u n 2 0 1 1 /2 0 1 2

Ha: A d a p en g a ru h s ik a p k a s ih s ay an g g u ru P K n terh a d a p p erila k u s is w a d i

S M A P erin tis 2 B a n d a r L a m p u n g T a h u n 2 0 1 1 / 2 0 1 2

B erd a s a rk a n h a s il a n a lis is d a ta d ip ero leh t hitung u n tu k lin g k u n g a n k elu a rg a s eb es a r

1 3 ,3 6
> t tabel s eb es a r 2 ,2 5 d e n g a n d e m ik ia n H o d ito la k d a n H a d iterim a , a ta u d e n g a n k a ta
la in s ik a p k a s ih s a ya n g g uru P K n m e m ilik i p e n g a ru h ya n g s ig n ifik a n te rh a d a p h a s il
b e la ja r s isw a .

Pengujian Hipotesis Secara Simultan

Y 1= =

Y 2= =

X= = = 3 7 ,3 9

Regresi linear multiplenya:

= a+ b 1Y 1+ b 2Y 2

= = 0 ,5 2

= = 0 ,5 1
 27

KESIMPULAN DAN SARAN

Kesimpulan

B erd a s a rk a n p en g o la h a n d a n a n a lis is d a ta ya n g d ila k u k a n m a k a terd a p a t p e n g a ru h

ya n g p o s itif d a n s ig n ifik a n a n ta ra s ik ap k a s ih s a ya n g g u ru P K n te rh a d a p p erila k u

s is w a b erb u d i p ek e rti d a n h a s il b e la jar S M A P e rin tis 2 B a n d a r L a m p u n g T a h u n

P ela ja ra n 2 0 1 1 /2 0 1 2 . H a l in i d ap a t d ilih a t d a ri h a s il p e n g o la h a n d a ta d en g a n

m en g g u n a k a n s ta tis tik F dengan m o del re g res i lin ier b e rg a n d a d en g a n h a s il

p e rh itu n g a n m en u n ju k a n F h itu n g = 8 ,1 5 le b ih b e s a r d a ri F ta b el = 3 ,1 1 , in i b era ti

F h itu n g > F ta b el, b erd a s a rk a n ha s il u ji F n a m p a k s ec a ra b ers a m a - s a m a s ik a p k a s ih

s a ya n g g u ru P K n b e rp en g a ru h terh a d ap k e d u a v a ria b e l ya itu p erilak u b e rb u d i p e k erti

d a n h a s il b ela ja r s is w a S M A P e rin tis 2 B a n d a r La m p u n g T a h u n P ela ja ra n 2 0 1 1 / 2 0 1 2 .

A rtin ya , k a s ih s a ya n g g u ru d a p a t m e n in g k a tk a n k u a lita s k a ra k te r d a n p re s ta s i b e la ja r

s is w a d i s e k o la h .

Saran

B erd a s a rk a n h a s il k e s im p u la n ya n g tela h d ik e m u k a k a n , m aka p en e liti dap at

m en g aju k a n s a ra n s eb a g a i b erik u t:

1. Saran untuk Siswa

a . S is w a d a p a t m e m a h a m i e tik a d a n p e rila k u d a la m lin g k u n g a n n ya b a g i

p e n g e m b a n g d irin ya d a lam b id an g ilm u p en g eta h u a n .

b . S is w a d a p a t m e m ilik i p o la p erila k u s e h a ri-h a ri ya n g d id a s a ri h a k d a n

k ew a jib a n s e b a g a i w a rg a n eg a ra .

c . S is w a d a p a t te ru s m en in g k a tk a n p res ta s i d a n h a s il b e la jar g u n a
m en g em b a n g k a n p en g e ta h ua n , k e p rib a d ia n s e s u a i k e m a m p u a n d a n b a k a t
m a s in g -m a s in g in d iv id u .

d . S is w a p erlu m en in g k a tk a n k o m u n ik a s i d a n b ek e rja s a m a d en g a n o ra n g tu a ,
g u ru d a n s ek o la h s e rta lin g k u n g a n a s ek ita rn ya .

2. Saran Untuk Guru

G u ru s e b a g ai te la d a n b ag i s is w a a g a r d a p a t m e m a ha m i d a n m e m b ia s a k a n d iri
m em ilik i s ik a p k a s ih s a ya n g terh a d a p s is w a d e n g a n c a ra :

K ep ed u lia n k e p a d a d iri s is w a a g a r m e n yeb a b k a n s is w a m a m p u m en g en a l d a n

m en c in ta i d iri s e n d iri. S is w a a k a n m e n g eta h u i k ek u a ta n d a n k ele m a h a n ya n g
 28

d im ilik i. K e p e d u lia n m e ru p a k a n b a g ia n d a ri k a s ih s a ya n g h in g g a m en ye b a b k a n
s is w a m em ilik i k eta h a n a n d iri (b a ik fis ik m a u p u n m en ta l) y an g k o k o h.
 29

3. Saran untuk Pihak Sekolah

P era n a n p ih a k s ek o la h d a la m p e m b en tu k a n s ik a p k a s ih s a ya n g g u ru P K n
terh a d a p p erila k u d a n h a s il b ela ja r s is w a s a n g a t d ih a ra p k a n d e n g a n c a ra :

a . S ek o la h h e n d a k n ya leb ih m en in g k a tk a n p o te n s i d a ri p ro v es io n a litas , k h us u s n ya
d a la m s is tem pe ngaw asan, m e m b im b in g ya n g b a ik d a la m u p a ya
m en in g k a tk a n k u alita s g u ru d a n s is w a .

b . M en a n a m k an n ila i-n ila i b u d i p ek e rti b a g i s elu ru h w a rg a se ko la h .

REFERENSI

A li, M o h am m a d . 1 9 8 4 . B andung :
A n g k a s a.

A h m a d i, A b u . N u r U h b iya ti. 2 0 0 3 . . R in ek a C ip ta . J a ka rta .

D e pdikna s. 2 003 . C itra

U m bara .
Ba ndung.

D ja m a ra h , S ya if u l B a h ri. 2 0 0 0 . .
P en e rb it R in e k a C ip ta . J a k a rta .

H a m a lik , O em a r. 1 9 9 4 . K u rik u lu m d a n P em b e la ja ra n. J a k a rta : B u m i A ks a ra .

. 20 01 . . J a k a rta : B u m i A k s ara .

H a s b u lla h . 2 0 0 9 . . R a ja G ra find o Pe rs a d a .

J a k a rta

M a llo , M a n a s e. 1 9 8 5 . . J a k a rta : R a ja w ali.

M a r’ a t. 1 9 8 1 . . J a m ers B a n d u n g .

P oerw a da rm inta , W .J .S . 2 001 . B a la i P usta ka.

S a rw o n o , S a rlito W ira w a n . 2 0 0 8 . J a k a rta : R a ja

G ra fin d o P ers a d a .

S o e k a n to , S o erjo n o . 2 0 0 7 . . J a k a rta : R a ja
G ra fin d o P ers a d a .

S oe tjiningsih , dr. 19 95. P ene rbit B u ku Ke dokte ra n E G C . J a ka rta .

S u dja na. 1 992 . . Ta rsito B a ndu ng.

 30

S u h arsim i, A riku nto. 198 9. . B ina a ksara .

S u m art ono. 200 4. P T .E lex M edia K om p utindo. J aka rta .

S u trisno, H a di. 198 9. , A ndi A bse d. Y og ya ka rta .

W a lg ito , B im o . 2 0 1 0 . . Y o g ya k a rta : A n d i Y o g ya k arta .

 31

Id en tita s J urn a l P e n elitia n P en d id ika n :

Nam a : Y u n i M a rth a N a ing g o lan

NPM 081 30320 53
P ro d i : P en d id ik a n K e w a rg a n e g a ra a n (P K n)
J u ru s an : Ilm u P e n g e ta h u a n S o s ia l (IP S)
P em b im b in g 1 : D r. A d elin a H a s yim , M .Pd
P em b im b in g II : M . M o na Adha,
S .P d . ,M .P d P em b a h a s s e m in a r h a s il : D r. Ira w a n
S u n to ro , M .S