KOMITMEN GURU TERHADAP HASIL BELAJAR PENDIDIKAN PANCASILA SISWA KELAS XI SMA NEGERI 2 TUALANG

Abstract

This study aims to investigate the influence of teacher commitment on the learning outcomes of Pancasila Education for 11th-grade students at SMAN 2 Tualang. The background of this research is the observed behavior of teacher commitment towards student learning outcomes. Teacher commitment refers to the teacher's dedication in providing instruction to students, self-career development, and professionalism in carrying out school duties. Learning outcomes, on the other hand, are the results of the interaction between learning and teaching activities. When a teacher demonstrates high commitment to teaching and student development, they tend to be more actively involved in the teaching and learning process, which encourages and motivates students. This research employed a quantitative descriptive method with a correlational approach. The population consisted of 11th-grade students at SMAN 2 Tualang, totaling 387 students. A simple random sampling technique was used to select a sample of 97 students. Data collection was done through questionnaires and documentation. The data analysis technique used was simple linear regression. The results indicate that teacher commitment significantly influences students' Pancasila Education learning outcomes at SMAN 2 Tualang. This is supported by the significant value of 0.000<0.05 and a f count of 130.354> f table of 3.939. The coefficient of determination (R2) is 0.578, meaning that 57.8% of the variation in Pancasila Education learning outcomes can be explained by teacher commitment, while the remaining 42.2% is influenced by other factors not examined in this study. As the hypothesis formulated that teacher commitment has an effect. In this case the hypothesis is accepted on the learning outcomes of class XI students of SMAN 2 Tualang.