.png){kind=logo}
.png)
The Causes of Low Learning Achievement of Sharia Accounting Subject Among Sharia Economics Students
(1) Accounting Program, Faculty of Economics and Business, Universitas Diponegoro
(2) Accounting Program, Faculty of Economics and Business, Universitas Diponegoro
(3) Accounting Program, Faculty of Economics and Business, Universitas Diponegoro
Abstract
The purpose of this research is to find empirical evidence that causes low learning achievements in sharia accounting subject on sharia economics students. This study uses a qualitative interpretive case study method to explore and reveal information that cannot be explained by other research methods, as well as conducting causal investigations related to an event being studied. The research findings are there is an internal and external factor that caused the low learning achievement on sharia accounting subjects. The internal factors within the students include: First, the lack of basic knowledge of introductory accounting. Second, The low interest and motivation in subjects that use mathematical calculations. Third, No motivation to study the supporter subjects (introductory accounting & fiqh muamalah) independently. The external factors that caused the low learning achievement among sharia economics students are: First, the learning duration in the class room, Second, the existing curriculum does not accommodate the success of learning achievement. Third, the learning environment is not conducive.
Keywords
Full Text:
PDFReferences
Alawiyah, S., Ghozali, S., & Suwarsito, S. (2019). Pengaruh Lingkungan dan Motivasi Belajar Terhadap Prestasi Belajar. Jurnal Studi Guru Dan Pembelajaran, 2(2), 134–138. https://doi.org/10.30605/jsgp.2.2.2019.1369
Asvio, N., & Batusangkar, I. (2017). The Influence of Learning Motivation and Learning Environment on Undergraduate Students’ Learning Achievement of Management of Islamic Education, Study Program of Iain Batusangkar In 2016. Noble International Journal of Social Sciences Research ISSN, 2(2), 16–31.
Atma, B. A., Azahra, F. F., & Mustadi, A. (2021). Teaching style, learning motivation, and learning achievement: Do they have significant and positive relationships? Jurnal Prima Edukasia, 9(1), 23–31. https://doi.org/10.21831/jpe.v9i1.33770
Cheryan, S., Ziegler, S. A., Plaut, V. C., & Meltzoff, A. N. (2014). Designing Classrooms to Maximize Student Achievement. Policy Insights from the Behavioral and Brain Sciences, 1(1), 4–12. https://doi.org/10.1177/2372732214548677
Christenson, S. L., Rounds, T., & Gorney, D. (1992). Family factors and student achievement: An avenue to increase students’ success. School Psychology Quarterly, 7(3), 178–206. https://doi.org/10.1037/h0088259
Creswell, J. W. (2016). Research Design, Pendekatan Metode Kualitatif, Kuantitaif, dan Campuran. Pustaka Pelajar.
Gagne, R.M, Leslie, J. B. & Walter, W. W. (1979). Principles of instructional design. Holt, Rinehart and Winston.
Ilmupedia. (2015). pelajaran-ips-di-sma-yang-paling-sulit. https://ilmupedia.co.id/articles/3-pelajaran-ips-di-sma-yang-paling-sulit/full
Islam, S., Baharun, H., Muali, C., Ghufron, M. I., Bali, M. E. I., Wijaya, M., & Marzuki, I. (2018). To Boost Students’ Motivation and Achievement through Blended Learning. Journal of Physics: Conference Series, 1114(1). https://doi.org/10.1088/1742-6596/1114/1/012046
Jez, S. J., & Wassmer, R. W. (2015). The Impact of Learning Time on Academic Achievement. Education and Urban Society, 47(3), 284–306. https://doi.org/10.1177/0013124513495275
Justina, R. I. (2016). Motivational Factors that Enhance Students Learning/Achievement. SSRN Electronic Journal, 04(02), 323–331. https://doi.org/10.2139/ssrn.2714297
Kaur, H., Singh, D., & Subramaniam, N. K. (2021). Does the Number of Hours Spent on Learning Affect Academic Achievement ? Ice, 128–138.
Kunal, D. S. (2008). Cultivating competence, self-efficacy and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology. https://doi.org/https://doi.org/10.1037/0022-3514.41.3.586
Miles, M. B., Huberman, A. (2018). Qualitative data analysis: A methods sourcebook. Sage Publications.
Nurhayati, S., & Wasilah. (2014). Akuntansi Syariah di Indonesia.
Park, O. (2022). mata-pelajaran-yang-tidak-disuka. https://opinion-park.com/100/mata-pelajaran-yang-tidak-disuka
Patton, M. Q. (2002). Qualitative evaluation and research methods. Sage Publications.
Putri, J. (2019). Urgensi Akuntansi Islam Di Era Modern Urgency Of Islamic Accounting In The Modern Era Juliana Putri Abstrak. Ekonomi, Fakultas Lhokseumawe, Iain, 1(1), 51–66.
Quora. (2021). Mata-pelajaran-apakah-yang-paling-Anda-benci-ketika-bersekolah. https://id.quora.com/Mata-pelajaran-apakah-yang-paling-Anda-benci-ketika-bersekolah
Rauf, M., & Shahed, S. (2015). Factors Influencing the Acquisition of Science Concepts in Secondary School Students. Pakistan Journal of Social and Clinical Psychology, 13(1), 20–27.
Sangster, A., Stoner, G., & Flood, B. (2020). Insights into accounting education in a COVID-19 world. Accounting Education, 29(5), 431–562. https://doi.org/10.1080/09639284.2020.1808487
Septiyan, K., & Julianto, W. (2017). Urgensi Fiqih Muamalah dalam Mata Kuliah Akuntansi Syariah. JAS : Jurnal Akuntansi Syariah, 1(2), 300–310.
Sriyanto, H. J. (2017). Mengobarkan api matematika. CV Jejak Publisher.
Stake, R. (1995). The art of case study. Thousand Oaks Sage Publications, 84–100. https://doi.org/10.2307/329758
Syafi’i, A., Marfiyanto, T., & Rodiyah, S. K. (2018). Studi Tentang Prestasi Belajar Siswa Dalam Berbagai Aspek Dan Faktor Yang Mempengaruhi. Jurnal Komunikasi Pendidikan, 2(2), 115. https://doi.org/10.32585/jkp.v2i2.114
Ukpong, D. E., & George, I. N. (2013). Length of study-time behaviour and academic achievement of social studies education students in the university of uyo. International Education Studies, 6(3), 172–178. https://doi.org/10.5539/ies.v6n3p172
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.