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THE INFLUENCE OF SELF-EFFICACY, CREATIVITY AND CLASSROOM ENVIRONMENT AGAINST AUTONOMY LEARNING OF STUDENTS Emha Rofiqi Hasyim NIM.

09501241034 emharofiqihasyim@ymail.com Abstract The aims of this research are to know (1) self-efficacy, creativity, classroom environment and student autonomy learning, (2) partial influence self-efficacy and creativity against classroom environment, (3) simultaneous influence self-efficacy and creativity against classroom environment, (4) partial influence self-efficacy, creativity and classroom environment against autonomy learning, (5) simultaneous influence self-efficacy, creativity and classroom environment against autonomy learning, (6) indirect influence self-efficacy against autonomy learning pass through classroom environment, and (7) indirect influence creativity against autonomy learning pass through classroom environment. The method of this research is ex-post facto. Number of samples in this research are 96 students which taken by proportional random sampling. The data collecting method uses dependent questioner with likert scale. The data analysis uses descriptive analysis, multiple regression analysis and path analysis. The results of this research are (1) self-efficacy of students categorized enough with 66%, creativity of students categorized enough with 75%, classroom environment of students categorized enough with 73% and autonomy learning of students categorized enough with 75%, (2) there is a partial significant influence between self-efficacy and creativity against classroom environment of 10% and 9% respectively, (3) there is a simultaneous significant influence between self-efficacy and creativity against classroom environment of 38%, (4) there is a partial significant influence between self-efficacy, creativity and classroom environment against autonomy learning of 11%, 19% and 24% respectively, (5) there is a simultaneous significant influence between self-efficacy, creativity and classroom environment against autonomy learning of 54,6%, (6) there is a indirect influence between selfefficacy against autonomy learning through classroom environment with path coefficient of 0.153, (7) there is a indirect influence between creativity against autonomy learning through classroom environment with path coefficient of 0.148. Keywords : autonomy learning, classroom environment, creativity, selfefficacy.

PENGEMBANGAN INSTRUMEN PENILAIAN UNJUK KERJA (PERFORMANCE ASSESSMENT) PADA KOMPETENSI DASAR POWER SUPPLY TERUGULASI DAN SWITCHING KELAS XI JURUSAN ELEKTRONIKA INDUSTRI SMK MUHAMMADIYAH PRAMBANAN Bernhard Iwan Muhammad NIM. 09501241028 bernhard_iwan@hotmail.co.id Abstrak Penelitian ini bertujuan untuk mendapatkan format penilaian performance assessment dalam pembelajaran Perbaikan dan Perawatan Otomasi Elektronika sehingga dihasilkan perangkat evaluasi berdasarkan pengalaman empiris siswa di sekolah dan mengetahui tingkat reliabilitas dari lembar penilaian performance assessment. Penelitian ini merupakan penelitian pengembangan yang dikembangkan dengan metode 4-D (four D models). Pengembangan penelitian ini dilakukan di kelas XI Jurusan Elektronika Industri SMK Muhammadiyah Prambanan tahun ajaran 2013/2014. Dalam model 4-D ada 4 tahap yaitu, Pendefinisian (define), perencanaan (design), pengembangan (develop), dan tahap diseminasi (disseminate). Lembar penilaian yang dikembangkan dan divalidasi oleh tim ahli kemudian direvisi dan diterapkan di sekolah. Siswa kemudian melakukan praktikum di laboratorium sesuai dengan RPP dan jobsheet yang ada. Data yang digunakan adalah nilai skor dari proses kerja praktikum masing-masing siswa. Aspek yang dinilai berdasarkan kriteria pada rubik penilaian. Untuk validitas instrumen penilaian performance assessment menggunakan validitas deskriptif, sedangkan analisis yang digunakan untuk menguji reliabilitas lembar penilaian performance assessment menggunakan SPSS versi 19. Setelah data dianalisis beberapa indikator pada lembar penilaian direvisi dan diujikan kembali di sekolah. Hasil penelitian ini berupa format penilaian performance assessment terdiri dari lembar penilaian dan rubrik penilaian performance assessment. Lembar penilaian performance assessment terdiri dari 12 indikator yang seluruhnya valid dan reliabel. Kata kunci: performance assessment, Four D models, alat evaluasi