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ISSN: 2230-9926 International Journal of Development Research

Vol. 07, Issue, 09, pp.15471-15478, September, 2017

ORIGINAL RESEARCH ARTICLE ORIGINAL RESEARCH ARTICLE OPEN ACCESS

THE EFFECTS OF ACHIEVEMENT MOTIVATION, LEARNING

DISCIPLINE AND LEARNING FACILITIES ON STUDENT
LEARNING OUTCOMES
*,1Dr. Ignatius Jeffrey and 2Ade Zein
1Management Lecturer of Post Graduate, University of MercuBuana, Jakarta, Indonesia
2Master of Management, University of MercuBuana, Jakarta, Indonesia

ARTICLE INFO ABSTRACT

Article History: Senior High School (SMA) Yadika 5, Jakarta, Indonesia, implements high discipline to improve
th
Received 14 June, 2017
student learning outcome. According to pre-study results by collecting primary data through
Received in revised form questionnaires, there are three (3) dominant factors that are estimated to have effects on student
28th July, 2017 learning outcome, they are achievement motivation, learning discipline and learning facilities.
Accepted 09th August, 2017 The objective of this research was to test and analyze the effects of achievement motivation (X1),
Published online 30th September, 2017 learning discipline (X2), and learning facilities (X3) on student learning outcome (Y), in Senior
High School (SMA) Yadika 5 West Jakarta, Indonesia. The research used descriptive design with
Keywords: quantitative approach and survey method. The data were collected by questionnaires distributed
to 252 respondents with random sampling method. The results of partial hypothesis test indicated
Learning Motivation,
Learning Discipline,
that the achievement motivation variable has significant effect on the learning ouctomes,
Learning Facilities, discipline variable has the significant effect on learning outcome; the learning facilities variable
Learning Outcome. has the significant effect on the learning outcome. And simultaneously, the three independent
variables of achievement motivation, learning discipline and learning facilities have positive
significant influences on student learning outcome. In accordance with this research, in order to
improve the student learning outcome, the teachers must be able to motivate and implement
discipline for students, and the school management must provide adequate learning facilities.

*Corresponding author

Copyright ©2017, Dr. Ignatius Jeffrey and Ade Zein. This is an open access article distributed under the Creative Commons Attribution License, which permits
unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Citation: Dr. Ignatius Jeffrey and Ade Zein. 2017. “The effects of achievement motivation, learning discipline and learning facilities on student learning outcomes.”,
International Journal of Development Research, 7, (09), 15471-15478.

INTRODUCTION there should be motivation embedded in students. Extrinsic

motivating factors include school environment, parents and
intrinsic motivating factors include achievement, work, and
The 2013 Curriculum has the objective to prepare Indonesian
others. The discipline will be realized if students are motivated
people in order that they have good life skill as individuals and
and motivate themselves. The problem frequently encountered
citizens who believe in God, being productive, creative,
in the world of education in Indonesia is the violation against
innovative and affective and able to contribute to the life in
the school rules and regulations, from minor level violations to
community, nation, state and world civilization. The 2013
high level violations. Of course, those need prevention and
curriculum focused on character education and mental
mitigation and it is the importance of school discipline.
revolution makes teachers do not only teach science and
Schools are places for students to build achievement
practice, but they also build up the students' character where
motivation. Achievement motivation and discipline of course,
the character building here starts by discipline, although
should also be supported by learning facilities in schools that
basically the previous curriculum also implements similar
are expected to support students’ achievement. As the place
discipline to the students, but in the practice, the teachers
for teaching and learning process, schools should provide
merely concentrate on teaching and giving assessment. How to
learning facilities in the form of facilities and infrastructures
encourage students to implement discipline for themselves,
15472 Ignatius Jeffrey and Ade Zein. The effects of achievement motivation, learning discipline and learning facilities on student learning outcomes

supporting the ongoing students’ learning process. The encourage students' motivation effectively, it is important to
achievement, discipline and learning facilities motivation in understand why students try to achieve certain goals, how
schools are expected to influence the improvement of learning intensively they try, how long they try, what emotions that
outcome to be reached by students in school. Learning characterize them in this process. The study on achievement
outcome can be defined as the result achieved by a student motivation relates to internal factors in values and people
after attending the teaching and learning activities within a motives who direct them to make use of opportunities
certain period or after completing a particular program. Senior (McClelland et al., 1963). Furthermore, Mc. Clelland et al,
High School (SMA) Yadika 5 implements a high-level stated that achievement motivation is the individual goal to be
discipline, but achievement and discipline motivations as well successful from competition by setting a high standard and
as learning facilities motivation in schools for students do not motivation is a need so that the motivation or needs that
always 100% support the improvement of student learning encourage human behavior consists of three kinds, they are: 1)
outcome. Motivation is thought to be less in SMA Yadika 5, achievement motivation (n- ach), 2) motivation to affiliate (n-
especially achievement motivation. The discipline in SMA affil) and 3) motivation to have the power (n-pow). Intrinsic
Yadika 5 is also a selling point as a private school, so parents motivation has positive correlation with the perceived teaching
are willing to send their children to Senior High School quality, (Dahl and Smimou (2011) The motivation is divided
Yadika 5, but the data indicates that the students’ presence is into two, they are: extrinsic motivation indicating that
still in under 100%. The average attendance is 96.95%, it is motivation orientation dimension affects students' judgments
still below the standard stipulated by the AbdiKarya on their learning experiences in school, while intrinsic
Foundation (No. II: Student Obligations, item 5 on the motivation indicates strong positive effect on students’
attendance must be above 98%, and when it refers attendance teaching and evaluation quality. Rehman and Haider (2013)
regulation in SMA Yadika 5, it has the absence limit or it has a motivation is a key factor for learning and achievement for
guideline on the absence limit of 12 times and also refers to students in school.
the absence rule of ≥ 5% in one Senior High School (SMA),
which is a Rayon of West Jakarta, by looking at the result of Learning Discipline
the above recapitulation, then students have not 100%
motivated 100% to attend and make achievement. The Sugai and Horner in (2002) stated that school disciplinary
availability of adequate learning facilities and infrastructure is practices vary according to school locations. Mag (2012)
to support the learning process of the Curriculum 13 asserted that there are two discipline categories they are
implementation. The data on learning facilities satisfaction in obedience and responsibility models. In his research, Maag
high school Yadika 5 is on average 4.12 from Likert scale of 5, identified that both models include exclusive components as a
but the achievement of student learning outcome is under consequence of irresponsible behavior, he questioned the
Minimum Completion Criteria (KKM) 75. efficacy of a obedience model program that uses exceptional
practices as a first-line strategy to deal with students' behavior
Theoretical review problems. Stanley (2014) in his research regarding the effect
of discipline on students’ academic achievement/learning
Learning outcome outcome revealed that school rules and regulations play an
important role to improve students’ academic achievement/
According to Burton (1999) that learning outcomes are learning outcome). Somayeh et al. (2013) says that discipline
patterns of deeds, values, meanings, attitudes, appreciations, is one of the most effective factors in the learning process.
abilities and skills. Bloom classifies learning outcome in three Discipline must be a positive method to help and guide
domains or known as Bloom's taxonomy, they are: cognitive children to achieve self-control (Marshall, 1998)
(knowledge) domain, affective (attitude) domain, psychomotor
(skill) domain. Individual characters such as intelligence, Learning Facilities
cognitive style and personality play an important role in
McGuffey (1982) placed a foundation for the relationship
learning and teaching as well as the learning context that
between the school physical environment and the students’
affects learning outcome (Tella, 2007). According to
achievement, synthesizing the findings in a number of studies
Rosenthal and Jacobson (1968), there is a direct relationship
indicating the relationship between students' achievements and
between how a teacher observes a student and teacher
the quality of buildings, new buildings, better lighting, comfort
intervention affects the student’s learning outcome, while
and indoor air .The quality and specific building features such
Parkison stated that the academic success and student behavior
as science laboratories and libraries. In general, public schools
are determined by the students’ expectations. That their efforts
keep suffering from more basic problems, such as lack of
will result in achieving the goals and that the goals are worth
necessary materials and equipment and poor routine school
to be achieved. Learning outcomes are obtained from
facilities maintenance and improvement. In many cases, these
formative assessments that try to evaluate the students’
shortcomings are directly reflected in the students’ academic
progress and on the other hand, make the effort to evaluate the
performance (Paraguassu, 2008). Durán-Narucki (2008), the
student’s achievement from defined goals as the certification
physical environment plays an important role to shape
of students' abilities (Pettig, 2000)
students' behavior. Lawanson et al. (2011), described that
school facilities can be defined as things that enable teachers
Achievement Motivation to do their work very well and to help the students to learn
effectively. Earthman (2004) also stated that special building
A research on motivation can be understood as a study on how
features related to human comfort has proven having relation
thought and belief are related to action and behavior (Griffin
to learning outcomes. Those include building age, climate
2006). According to Glynn et al. (2005) motivation is an
control, indoor air quality, lighting, acoustical control, design
internal state to generate, direct and support human behavior
classification and overall impression, in Indonesia, there are
that plays a fundamental role in learning and in order to
rules and regulations on school facilities that must be complied
15473 International Journal of Development Research, Vol. 07, Issue, 09, pp. 15471-15478, September, 2017

with because school facilities are one of the requirements to Hypothesis

establish a School, in the Ministerial Regulation No. 19 of
2005, on National Education standard, Chapter VII on H1: There is the influence of Achievement Motivation on
Facilities and Infrastructure Standards. Student Learning outcome in Senior High School
(SMA) Yadika 5, Joglo, West Jakarta.
RESEARCH METHODS
H2: There is the influence of Learning Discipline on
Conceptual Framework Student Learning outcome in Senior High School
(SMA) Yadika 5, Joglo, West Jakarta.

H3: There is the influence of School Learning Facilities on

Student Learning outcome in Senior High School
(SMA) Yadika 5, Joglo, West Jakarta.

H4: There is the influence of Achievement Motivation,

Learning Discipline and School Learning Facilities on
Student Learning outcome in Senior High School
(SMA) Yadika 5, Joglo, West Jakarta.

RESEARCH METHODS
The research method used is quantitative analysis method,
which is a research emphasizing its analysis on numerical or
number data that area obtained by statistical method and
conducted in inferential research or to test hypothesis
accordingly it is obtained the significance of relation between
variables studied. The research was conducted at Senior High
School (SMA) Yadika 5, JalanJoglo Raya no. 190,
Kembangan Jakarta Barat. The research population are all
students of Senior High School (SMA) Yadika 5 X, XI, XII
year, majoring either science or social program, totally 670
students, based on the Slovin samples calculation, the sample
of the research are 252 students with proportional random
sampling method. According to the testing instrument, namely
validity and reliability test, the results of the research indicate
that the questionnaire measurement used is valid and reliable.
Hypothesis Test (F-Test and t-Test) are carried out after
classical assumption tests was successfully performed, they are
Figure 1. Conceptual Framework Normality, Linearity, Homogeneity Multi-colinearity,
heteroscedasticity and autocorrelation. The analysis method
Research model used is multiple linear regression analysis. The correlation
coefficient calculation and testing technique are carried out
using computer assistance with SPSS 22 program.

Research Operational Variable

The Research Operational Variables are as follows:

RESULTS OF THE STUDY

Respondent Demographic Profile
The respondents according to the gender in this study are male
and female students totaling 252 students in which 51% or 128
of them are male (year of X, XI, XII), while the male students
are 49% or 124 students (year of X, XI, XII). The respondents
according to their class division consist of year of X of 98
students or 39%, year of XI of 84 students or 33% and year of
XII are 70 students or 28%.

Descriptive Statistics

The descriptive statistics is used to present the average score,

the highest and the lowest scores of the respondent's answer in
the following research variables.
15474 Ignatius Jeffrey and Ade Zein. The effects of achievement motivation, learning discipline and learning facilities on student learning outcomes

Table 1. Research Operational Variables

Variable Dimension Indicator Question Number

1. Willing to take moderate 1. Willing to take a relatively high and challenging risks. 1
Achievement Motivation (X1) risks. 2. Enjoying challenging situations, where it can make use of
individual abilities. 2
Achievement motivation (n-Ach) is an 3. Not giving up when encountering difficulties.
individual's encouragement to direct 4. Thinking optimistic for problem solving although the problem 3
itself to a reaction to achieve the best 2. Requiring immediate is very difficult. 4
goal and result in accordance with the feedback 5. Requiring feedback to improve the work of the individual
standard of excellence. (Mc.Clelland concerned 5
1961,74-96) 6. Being responsible for problem-solving
7. Completing assignment and homework thoroughly and 6
3. Considering Success. seriously. 7
8. Achievement is more important than theory.
9. Willing to reach high achievement 8
10. Willing to achieve qualified learning outcomes 9
11. Never be lazy to learn 10
12. Satisfying to achieve good results 11
4. Integrating with task. 13. Goal or task achievement provides more personal satisfaction 12
than to receive praise or recognition. 13
14. Excited to study at home to achieve the goal 14

1. Time Discipline (obedience, 1. Seriously to implement rules with responsibility 1 to 3

Learning Discipline (X2) compliance) 2. Students’ knowledge to view importance of discipline in school 4 to 6
3. Students behavior who demonstrate disciplinary action during
Discipline is a condition created and the learning process 7 to 9
formed through the process of a series 4. Demonstrating the balance between actions performed and
of behaviors that demonstrate values speech 11 to 12
of obedience, compliance, loyalty, 5. Demonstrating the courage to bear all the risks or consequences
regularity and order. (McCain 2005) 2. Discipline to uphold the rule for what have been done. 13 to 15
(regularity) 6. Realizing obligations and can practice them correctly (in school
as a student and at home as a child. 16 to 19
7. Knowing the limit of attitude in school or at home.
8. Appreciating school rules
3. Attitude Discipline (loyalty, 9. Maintaining school environment in order to always be 20 to 22
order) beautiful, safe and comfortable 23 to 25
26 to 28
1. School Has Facilities 1. Supplies/education equipment, educational media, books and 1 to 2
School Learning Facilities (X3) other learning sources.
2. School Has Infrastructures 2. Consumables, 3
School study facilities are one of the 3. Vacant Land, 4
conditions to establish a school, in the 4. Class room, 5
Minister Regulation of the Republic of 5. Chairman room, 6
Indonesia no 19 of 2005, on the 6. Teachers room, 7
National Education Standards, 7. Administrative room, 8
Chapter VII on Standard Facilities and 8. Library, 9
Infrastructure. 9. Laboratory, 10
10. Workshop room, 11
11. Production unit room, 12
12. Canteen, 13
13. Power and service installation (power substation) 14
14. Exercise area, 15
15. Worship facilities, 16
16. Playground, 17
17. Recreational room, 18
18. Room/other facilities required to support orderly and 19 to 22
continuously learning process.

Student learning outcome (Y) 1. Cognitive Students behavior do not demonstrate discipline conduct at the time
Classifies learning outcome in three of learning process
domains or known as Bloom's
taxonomy, they are: cognitive domain,
affective domain, psychomotordomain
(Bloom, 1956)
Source: Internal research (2017)

Table 2. Descriptive Statistics of Research Variables

Variable Min Max Std Deviation Mean

Achievement Motivation 44 70 5.42 57
Learning Discipline 84 137 10.58 110
Learning Facility 67 110 9.59 89
Learning outcome 70 92 4.71 82
15475 International Journal of Development Research, Vol. 07, Issue, 09, pp. 15471-15478, September, 2017

Hypothesis Testing and significant influences between learning discipline toward

the Students’ Achievement of Senior High School (SMA)
Partial Test (t-Test) Yadika 5. It means the better learning discipline, the better the
achievement of the Students.
Hypothesis testing of Partial test uses bivariate correlation test
and multiple regression test. Correlation analysis is conducted Hypothesis 3. Learning Facility Variable (X3) on Learning
to know whether there is a relationship between two variables, outcome (Y)
how the relationship between the two variables and how
intense the relationship. While regression analysis is to The table 5 shows tcount of 6,665 and the probability value (p-
determine the level of variable effect on other variables. value) of 0.000. Given t-table of 1.984 thus the tcount 6.659
>ttable1.984 and probability value (p-value) 0.000 less than the
Table 3. The results of variable statistical analysis of achievement significant level (0.05), then it is proved that the hypothesis Ho
motivation, learning disciplines and learning facilities on learning is rejected and Ha is accepted, then it can be partially
outcome expressed that learning facility variable has a significant effect
on learning outcome of the students of Senior High School
Determination
t-Test (SMA) Yadika 5. Given the correlation coefficient (r) of
Variable Coefficient
0.388, it indicates that the relationship between the two
R R2 t Sig
Achievement Motivation .341a .116 5.731 .000
variables is low because it is in the value interval of 0200 -
Learning Discipline .143a .020 2.281 .023 0.299 in accordance with interpretation table of the correlation
Learning Facility .388a .151 6.659 .000 coefficient. Determination coefficient is 0.151, which means
that the Learning Facilities contributes 15.1% on Learning
Hypothesis 1. Achievement Motivation (X1) on Learning outcome, while 84.9% is other factor influencing the Learning
outcome (Y) outcome. Hypothesis test result indicates that there are positive
and significant influences between learning facilities toward
Table 5 above shows that tcount of 5.731 and probability value the Students’ Achievement of Senior High School (SMA)
(p value) are 0.000. Given ttable of 1.984 with a significance Yadika 5. It means the better learning facilities, the better the
level of 0.05. Thus tcount 5.731>ttable 1.984 and probability achievement of the students.
value (p-value) 0.000 <0.05, it is proved that the Ho
hypothesis is rejected and Ha is accepted, then it can be Simultaneous Test (F-Test)
expressed partially that achievement motivation variable
significantly influences on learning outcome of the students of To know whether the independent variables (achievement
senior high school (SMA) Yadika 5.This shows correlation motivation, learning discipline and learning facilities) jointly
coefficient (r) of 0.341 indicates that the relationship between are feasible or not in an independence variable (Learning
the two variables are low because they are in the value interval outcome), the F-statistic test is used. The test of model
0200 - 0.399 according to the interpretation table against the significance on the achievement motivation regression model,
correlation coefficient. The determination coefficient (R2) is learning discipline and learning facilities with Learning
0.116 that means that it contributes only 11.6% on the outcome can be seen in the following table:
Achievement Motivation to Student learning outcome, while
88.4% is other factor influencing the Learning outcome. Table 4. Significance test of achievement motivation regression
Hypothesis test result indicates that there are positive and equation with learning outcome
significant influences between achievement motivation toward
the Students’ Achievement of Senior High School (SMA) ANOVAa
Yadika 5. It means the better achievement motivation, the Model Sum of df Mean F Sig.
Squares Square
better the achievement of the Students.
1 Regression 864.572 3 288.191 15.193 .000b
Residual 4704.106 248 18.968
Hypothesis 2. Learning Discipline Variable (X2) on Total 5568.679 251
Learning outcome (Y) a. Dependent Variable: Learning outcome
b. Predictors: (Constant), Learning Facilities, Learning Discipline,
Achievement Motivation
The table 5 shows tcount of 2.281 and the probability value (p-
value) of 0.023. Given the ttable in two-way test with Regarding the table 6, the value of Fcount is 15.193 with
significance level of 0.05, the number of respondents (n) 252 probability value (p-value) of 0.000 or significance of 0%.
individuals and degree of freedom (db) n - 2 = 250 is 1,984. Ftable value for the significance level (α) = 5% two tailed 252 is
Because tcount 2.281>ttable 1.984 and probability value (p-value) obtained numerator df using k-1 or the number of variables
0.000) <0.05, then it is proved that the Ho hypothesis rejected less 1, its numerator df of 4-1 = 3, and denominator df using n
and Ha is accepted, it can be partially expressed that learning - k or the number of samples less the variable, it is
discipline variable has a significant effect on the Learning denominator df 252- 4 = 248 then it is obtained Ftable, which is
outcome of the students of Senior High School (SMA)Yadika 2.65. The assessment in accordance with F test if Fcount>Ftable,
5.Given the correlation coefficient (r) of 0.143 indicates that then Ho is rejected, means that the significance, from the
the relationship between the two variables is very low because calculation of the above analysis is 15.193 > 2.65 and
it is in the value interval of 0.000 - 0.199 in accordance with probability: if p-value 0,000 <0.05 then Ho is rejected. Thus, it
the table of interpretation on the correlation coefficient. can be concluded that achievement motivation, learning
Determination coefficient is 0.016, which means that the discipline and learning facilities simultaneously have the
Learning Discipline contributes only 2% on Learning significant effects on the Result of the Students of Senior High
outcome, while 98% is other factor influencing the Learning School (SMA) Yadika 5, Joglo, Jakarta
outcome. Hypothesis test result indicates that there are positive
15476 Ignatius Jeffrey and Ade Zein. The effects of achievement motivation, learning discipline and learning facilities on student learning outcomes

Table 5. Significance test of the coefficient of achievement motivation, learning discipline and learning facility on learning outcome
of the students of Senior High School (SMA) Yadika, 5, Joglo, Jakarta

Coefficientsa
Model Unstandardized Standardized t Sig.
Coefficients Coefficients
B Std. Error Beta
1 (Constant) 62.027 3.851 16.107 .000
Achievement Motivation (AM) .016 .104 .019 .155 .877
Learning Discipline (LD) .031 .027 .069 1.162 .246
Learning Facilities (LF) .176 .059 .358 2.963 .003

Table 6. The coefficient of determination of achievement motivation, learning discipline learning facilities on learning outcome

Summaryb Model
Model R R Square Adjusted R Square Std. Error of the Estimate
1 .394a .155 .145 4.35525

The above table indicates the regression equation: F = a + assessment given by the teacher on the learning discipline of
b1X1 + b2X2 + b3X3. Then the influence of achievement the students does not have significant effect on the learning
motivation, learning discipline and learning facilities has a outcome.
simple regression equation:
It illustrates that the students of senior high school (SMA)
Y = 62.027 + 0.016AM + 0.031LD + 0.176LF Yadika 5 still improve their learning outcomes, the students
perform a lot of learning activities according to schedule of the
The regression equation indicates direct relationship between subject, doing exam, completing tasks in accordance with the
achievement motivation, learning discipline and learning provisions. Under such conditions, teachers must be able to
facilities and learning outcomes, in which the higher the create discipline condition for students with more directive
achievement motivation, the higher the learning outcome. The learning atmosphere. Thus, it can be concluded that the higher
significant influence of Achievement, Learning Discipline and the learning discipline, the higher the learning outcome for the
Learning Facilities on Learning outcome can be seen in the Student of Senior High School (SMA) Yadika 5 Joglo West
following table 8. The above table demonstrates the Jakarta.
determination coefficient of (R2) of 0.145 or 14.5%. It
indicates that the percentage of contribution of the Effects of learning facilities on learning outcome
achievement motivation (X1), learning discipline (X2) and
learning facility (X3) to the dependent variable of learning Regarding the results of t test above, it can be seen that
outcome (Y) is 14.5%, while the rest 85.5% is influenced by hypothesis 3 is proven to be correct. The test proves that
other variables that are not included in this research. learning facility variable have positive and is significant effect
on learning outcome variable. Learning facilities have a low
DISCUSSION OF THE RESULT OF THE STUDY correlation coefficient on learning outcome. It indicates that
any assessment given by the teacher on the learning facilities
The effect of achievement motivation on learning outcome provided by the school does not have significant effect on the
With respect to the results of t-test described above, it can be learning outcome.
seen that hypothesis 1 is proven to be correct. The test proves
that the variable achievement motivation has a positive and It illustrates that the students of senior high school (SMA)
significant effect on the variable of Learning outcome, Yadika 5 still improve learning outcomes, students do a lot of
suggesting the low coefficient value on Learning outcome. It learning activities with facilities that have been provided by
indicates that any assessment given by teachers on schools to support the learning process. Teachers must be
achievement motivation given to the students significantly more creative to make use the existing facilities with
influences the learning outcomes. It illustrates that the senior interesting learning methods. Schools must also better equip
high school students (SMA) Yadika 5 still improves the and upgrade the existing facilities and replace ones that are not
learning outcome, the students implement a lot of learning proper. Thus it can be concluded that the higher learning
activities that constitute students obligation to absorb facilities, the higher the learning outcome for Students of
information from teachers in every subject. The teachers must Senior High School (SMA) Yadika 5 Joglo West Jakarta.
be able to create the condition for students by providing
motivation to obtain better learning outcome. Thus, it can be The effect of achievement motivation, learning discipline
concluded that the higher the achievement motivation, the and learning facilities on learning outcome
higher the learning outcome for the Students of Senior High
School (SMA) Yadika 5 Joglo West Jakarta. From the results of the F test above, it seems that hypothesis 4
is proven to be correct. The hypothesis 4 test proves that the
The effect of learning discipline on learning outcome variables of achievement motivation, learning discipline and
learning facilities have positive and significant impacts on
The results of t test above indicate that hypothesis 2 is proven learning outcome variables. In accordance with the table 8, it
to be correct. The test proves that learning discipline variable is obvious that achievement motivation, learning discipline
has positive and significant effects on learning outcome and learning facilities simultaneously have positive and are
variable. Learning discipline has a very low correlation significant for learning outcome variable. Among the three
coefficient value to the learning outcome. It indicates that any independent variables, the facility variable is most influential
15477 International Journal of Development Research, Vol. 07, Issue, 09, pp. 15471-15478, September, 2017

variable for learning outcome for the Students of Senior High satisfactory achievement, teachers are also facilitators and
School (SMA) Yadika 5 Joglo West Jakarta. providing space for students to maximize their potencies either
in term of academic and non-academic, teachers must be able
Conclusion to understand students’ learning needs to support the learning
outcome and to help uphold the learning discipline, teachers
In line with the research stages that have been carried out, must also explore their potency as a qualified educator, a
including theoretical study of each variable, preparation powerful motivator and right facilitator for the students
research instrument, instrument test and improvement, data
collection, data analysis, the following conclusions can be For School
drawn:
Schools are place where every individual are educated,
 Achievement motivation has a significant and positive accordingly schools must improve their quality either teaching
effect on the learning outcome for the students of senior quality, and facilities and infrastructures thus the qualified
high school (SMA) Yadika 5 Joglo West Jakarta. The teachers are required. Schools must always facilitate students
value of the coefficient is positive with the relationship well by providing adequate facilities for academic and non-
level interpretation is low. It indicates that the better academic requirements, schools must implement order for the
achievement motivation will improve learning outcome. students on the use of school facilities so that they comply
 Learning Discipline has a significant and positive effect with the applicable rules for the learning convenience within
on the learning outcome for students of senior high schools environment. School are expected to enforce
school (SMA) Yadika 5 Joglo West Jakarta. The value thediscipline for students by applying proper punishment and
of the correlation coefficient is positive with the reward that are in accordance with the students’ age especially
relationship level interpretation is very low. It indicates in terms of learning discipline and do the task on timely
that the better learning discipline will improve learning manner.
outcome
 Learning Facility has a significant and positive impact REFERENCES
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