HUBUNGAN KUALITAS LINGKUNGAN BELAJAR DAN KOMUNIKASI POSITIF TERHADAP MOTIVASI BELAJAR AGAMA HINDU PESERTA DIDIK DI SMK NEGERI 3 BANGLI

Abstract

Character education is closely related to Hindu Religious Education. Vocational high school (SMK) students tend to focus more on learning that is related to the competencies they possess. Initial observations at the school indicated that the quality of the learning environment and positive communication within the school were still lacking, which could affect students' learning motivation. Therefore, the purpose of this study was to determine how well the quality of the learning environment and positive communication influence motivation to learn Hindu Religion, and to identify the positive and significant relationship between the quality of the learning environment and positive communication simultaneously in improving students’ motivation to learn Hindu Religion at SMK Negeri 3 Bangli. This research is a correlational study using a quantitative approach, with data collected through questionnaires. The sample was determined using a simple random sampling technique from a population of 138 students. A sample of 50% of the population was selected randomly, resulting in 69 research respondents. The instrument tests conducted in this study included validity and reliability tests. Assumption tests included the Normality Test, Multicollinearity Test, and Heteroscedasticity Test, while hypothesis testing used the t-test, Product Moment test, and Multiple Correlation test. Data analysis was carried out using IBM SPSS 27.0 for Windows. The results of the study showed that, among the 69 student respondents, the average score for the quality of the learning environment and positive communication reached a maximum of 75%. Based on the established score interpretation criteria, this achievement falls into the “Good” category. These results indicate that most components of the learning environment, including both physical aspects such as classroom facilities and infrastructure, and non-physical aspects such as teacher-student and student-student relationships, as well as the academic atmosphere, have functioned optimally in supporting the learning process. This figure also reflects that the learning process has been dominated by healthy two-way dialogue and that positive communication has been implemented. Nevertheless, the remaining 25% suggests that there is still room for improvement in enhancing the quality of the learning environment and positive communication by the school. There is a correlation between the learning environment, positive communication, and motivation to learn Hindu Religion. This is indicated by an R value of 0.678 and an R Square value of 0.460, which falls within the coefficient range of 0.60–0.678 and is categorized as a strong correlation.