Pengaruh Persepsi atas Lingkungan Belajar dan Kemandirian Belajar terhadap Pemahaman Konsep IPAS: Studi Kasus di SMK Swasta Tangerang Selatan

Abstract

Deep conceptual understanding is crucial for students, especially in science subjects. This study aims to determine the extent to which the learning environment and learning independence influence the understanding of science concepts among private vocational high school students in South Tangerang City. This study examines how the learning environment and student independence influence the understanding of IPAS concepts in 60 students. Data was collected through a survey using questionnaires to measure the learning environment and learning independence, as well as a multiple-choice test to assess conceptual understanding. The results of the path analysis show a significant and direct influence of the learning environment on the understanding of IPAS concepts (t_count = 8.039; p < 0.05). Similarly, a significant direct effect was found between the learning environment and learning independence (t_count = 5.870; p < 0.05). However, no significant direct effect was found between learning independence and IPAS concept understanding (t_count = 1.469; p > 0.05). The findings also indicated that the learning environment did not have a significant indirect influence on the conceptual understanding of IPAS as mediated by learning independence (t_count = 0.8442 < t_table 1.672). Nevertheless, overall, the learning environment has a strong effect on IPAS concept understanding, both directly and indirectly. These findings highlight the crucial role of a conducive environment in supporting student comprehension and indicate that the effect of learning independence may be more complex and mediated by other factors.