The Effect of Teacher Pedagogic Competence, Intensity of Parental Guidance, and Parents' Socio-Economic Status on Learning Outcomes Through Students' Learning Motivation

Abstract

This research aims to determine and analyze the influence of teacher pedagogical competence, intensity of parental guidance, and parents' socio-economic status on learning outcomes through student learning motivation at SMP Negeri 1 Atinggola in social studies subjects. This research uses a quantitative approach. The sample in this study was students at SMP Negeri 1 Atinggola for the 2024/2025 academic year, totaling 108 students. Samples were taken using the stratified proportional random sampling method. The research results show that several independent variables have a significant effect on learning outcomes, both directly and indirectly through learning motivation as a mediating variable. Directly, learning motivation has been proven to have a positive and significant influence on student learning outcomes. Likewise, the intensity of parental guidance and socio-economic status have a significant and positive direct influence on learning outcomes. Meanwhile, teacher pedagogical competence actually has a negative but significant direct influence on learning outcomes, which shows the potential for indirect influence through learning motivation. In the indirect route, teacher pedagogical competence and the intensity of parental guidance have a positive and significant effect on student learning outcomes through increasing learning motivation. However, socio-economic status did not show a significant indirect effect through learning motivation. These findings confirm that learning motivation plays an important role as a mediator in the relationship between teacher competence and parental guidance and student learning outcomes. Therefore, efforts to improve student learning outcomes can be focused on strengthening learning motivation through improving the quality of teaching and parental involvement.