THE INFLUENCE OF THE ROLE OF PARENTS, THE ROLE OF THE TEACHER AND LEARNING MOTIVATION ON LEARNING OUTCOMES

This study aims to reveal the direct and indirect effects, as well as the simultaneous effect of exogenous variables on endogenous variables. The sample in the study was 94 students from all 5th grade students, totaling 5 classes and totaling 126 people. The research approach used in this study is an associative quantitative approach. The data analysis technique uses a path analysis approach (path analysis). The results showed that: 1) there was a direct influence of the role of parents on learning outcomes at SDN Ciracas 07 Pagi Jakarta, which was 23.72%, 2) There was a direct effect of the role of the teacher on learning motivation at SDN Ciracas 07 Pagi Jakarta, which was 83.54 %, 3) there is a direct effect of learning motivation on learning outcomes at SDN Ciracas 07 Pagi Jakarta is equal to 34.34%, 4) there is an influence of the role of parents that has a direct and significant effect on learning motivation at SDN Ciracas 07 Pagi Jakarta is equal to 20, 16%, 5) there is a direct and significant effect of the teacher's role on learning motivation at SDN Ciracas 07 Pagi Jakarta, which is 83.54%, 6) there is an indirect effect on the role of parents through learning motivation on learning outcomes at SDN Ciracas 07 Pagi Jakarta is significant, 7) there is an indirect effect of the teacher's role on physical education learning outcomes through learning motivation is significant.


Advances
in technology facilitate the learning process carried out by teachers and students.Children can learn from anywhere using a smartphone or computer/laptop.
Learning can be done with gadgets to access websites or online learning links such as Google Forms, Microsoft 365, Google Classroom, etc (Khurriyati, Setiawan, & Mirnawati, 2021).All teachers and students can interact directly with the learning content they use.Teachers can provide learning materials in various formats such as video, audio, documents, and so on (Cahyani, Listiana, & Larasati, 2020).
According to Slameto in (Utami, 2020)the success or failure of achieving educational goals depends a lot on the learning process provided by teachers to students.Teachers are the implementers of the teaching and learning process in schools, and the success of their teaching determines the success of education in general (Buchari, 2018).Improving the quality of teachers in the teaching and learning process is also one of the efforts to improve the quality of education (Idzhar, 2016).
Behind the important role of a teacher for the progress of a nation lies a responsibility that is not easy.
Teachers are expected to be able to master various skills needed in order to make the teaching profession professional.In the education system in Indonesia, the competencies that teachers must have in carrying out their obligations are regulated.
One of the absolute competencies that differentiates teachers from other professions is pedagogical competency.This pedagogical competency contains the skills needed for a teacher to become a professional teacher (Akbar, 2021).Children receive their first education from their parents because this is the first form of education from their family, and this is where they come from (Lilawati, 2020).The role of parents in accompanying children's success while studying at home is very
Parents play an important role in helping children carry out assignments given by their teachers, and are required to be technologically literate (Cahyati & Kusumah, 2020).
The enthusiasm of the parents of students is very enthusiastic in encouraging their children to participate in learning activities (Nurhasanah, 2020).
The need for parental attention plays a very important role in children, such as completing their learning tools, paying attention to their children when studying and providing advice and motivation (Theresia et al., 2020).
Motivation is a force that can raise a person's level of desire to carry out activities (Suprihatin, 2015).
Motivation can give rise to more effort to plan and set learning targets (Indah, Yanti, Arifi, Pawestri, & Hermahayu, 2020).Motivation to learn is an effort that directs and makes someone try their best to achieve their goals (Yenni, 2019).Having high learning motivation will make students enthusiastic about learning so that they will easily get maximum learning results (Syachtiyani & Trisnawati, 2021).Motivation is not only important because it is a factor that causes learning, but also facilitates learning and improves learning outcomes (Sobandi, 2017).Motivation to learn starts from the goals that each individual wants to achieve.

RESULTS AND DISCUSSIONS
The data of this study consisted From the results of testing structural model 1, it is significant.

Path Coefficients of Structural Model I Variable R2 Koef
Beta

Furthermore, parents also
play an important role in guiding children's continued learning at home based on the material provided by the teacher through online learning.Parents also determine their children's learning outcomes.In conditions like today, whether they realize it or not, parents play a dual role in education.Parents play a very important and influential role in their children's education.
If the individual is determined to achieve the goals that have been set then conscious motivation will form within him(Syachtiyani & Trisnawati, 2021).Someone with high motivation will easily adapt to people and events that can support their learning process(Widyanto & Wulaningrum, 2017).Motivation to learn can arise due to intrinsic factors, namely in the form of desire and desire to succeed and the need to learn from within oneself.Meanwhile, extrinsic factors are factors from outside in the form of awards, success of the teaching and learning process.Learning outcomes are the abilities possessed by students after receiving learning experiences (Romadhoni et al., 2019).Learning outcomes are divided into cognitive, affective and psychomotor domains which include knowledge, understanding, application, analysis and synthesis by emphasizing aspects of knowledge and understanding that are adapted to the level of development of students.Based on the results of discussions and previous research, no one has researched the influence of the role of parents, the role of teachers, and learning motivation on student learning outcomes at SDN Ciracas 07 Pagi Jakarta in PJOK subjects.So the author is interested in conducting research and discussing in more depth the direct or indirect influence of the role of parents, the role of teachers, and learning motivation on physical education learning outcomes.METHOD This study uses associative quantitative research methods, with a quantitative approach and survey method techniques and using path analysis techniques.Path analysis is an analytical technique used to analyze the inherent causal relationship between variables arranged according to a temporary order by using the path coefficient as a magnitude value in determining the magnitude of the influence of the exogenous independent variables on the endogenous dependent variable (Sarwono, 2011).This research is classified as a type of quantitative research that uses multiple regression data analysis techniques, after which it is continued with path analysis.Quantitative descriptive research aims to provide an in-depth picture of current events, or actual and meaningful problems.Descriptive analysis in this research was used to obtain an overview of PJOK learning outcomes (Y), the role of parents (X1), the role of teachers (X2) and learning motivation (X3).

Pagi
can be explained by the variables of the role of parents (X1), the role of teachers (X2) and motivation (X3).So the error (ε_3) = 1-R2 = 1 -0.884 = 0.116Based on Anova in table4.16, it is found that Fo = 231.294;db1 = 3; db2 = 91, p-value 0.000 < 0.05 or Ho is rejected.Thus, the variables the role of parents (X1), the role of teachers (individual test of the parental role variable on learning outcomes at SDN Ciracas 07 Pagi Jakarta resulted in a path coefficient of Py1 = 0.487 with a value of Sig.= 0.000/2 = 0.000 < α = 0.05, so Ha is accepted and Ho is rejected.This means that there is a direct influence on the role of parents on learning outcomes at SDN Ciracas 07 Pagi Jakarta.Based on these results, the magnitude of the direct influence of parents' role on learning outcomes at SDN Ciracas 07 Pagi Jakarta is 23.72%, while the remainder is due to other factors not explained in this study.Second, the individual test of the teacher's role variable on learning motivation at SDN Ciracas 07 Pagi Jakarta resulted in a path coefficient of P32 = 0.914 with a value of Sig.= 0.000/2 = 0.000 < α = 0.05, so Ha is Gladi Jurnal Ilmu Keolahragaan, Vol 14. Issue 3, September -292 Hudiman Tarigan, Moch.Asmawi, Fahmy Fachrezzy, Ayu Purnama Wenly accepted and Ho is rejected.This means that there is a direct influence on the teacher's role on learning motivation at SDN Ciracas 07 Pagi Jakarta.Based on these results, the magnitude of the direct influence of the teacher's role on learning motivation at SDN Ciracas 07 Pagi Jakarta is 83.54%, while the remainder is due to other factors not explained in this research.Third, the individual test of the learning motivation variable on learning outcomes at SDN Ciracas 07 Pagi Jakarta obtained the path coefficient Py3 = 0.586 with a value of Sig.= 0.000/2 = 0.000 < α = 0.05, so Ha is accepted and Ho is rejected.This means that there is a direct influence of learning motivation on learning outcomes at SDN Ciracas 07 Pagi Jakarta.Based on these results, the magnitude of the direct influence of learning motivation on learning outcomes at SDN Ciracas 07 Pagi Jakarta is 34.34%, while the remainder is another factor that is not explained in this research.Fourth, the individual test of the parental role variable on motivation results obtained a path coefficient of P31 = 0.449 with a value of Sig.= 0.000/2 = 0.0000 < α = 0.05, so Ha is accepted and Ho is rejected.This means that there is a direct influence on the role of parents on learning motivation at SDN Ciracas 07 Pagi Jakarta.Based on these results, the magnitude of the direct influence of the role of parents on learning motivation at SDN Ciracas 07 Pagi Jakarta is 20.16%, while the remainder is due to other factors not explained in this study.Fifth, the individual test of the teacher's role variable on learning motivation at SDN Ciracas 07 Pagi Jakarta resulted in a path coefficient of P32 = 0.914 with a value of Sig.= 0.000/2 = 0.000 < α = 0.05, so Ha is accepted and Ho is rejected.This means that there is a direct influence on the teacher's role on learning motivation at SDN Ciracas 07 Pagi Jakarta.Based on these results, the magnitude of the direct influence of the teacher's role on learning motivation at SDN Ciracas 07 Pagi Jakarta is 83.54%, while the remainder is due to other factors not explained in this research.Sixth, statistical testing of the indirect influence of the role of parents through learning motivation on learning outcomes at SDN Ciracas 07 Pagi Jakarta using the Sobel Tets test using the Sobel Test Calculator for the Significance of Mediation.Based on the results of the Sobel test using the online Sobel Test Calculator for the Significance of Gladi Jurnal Ilmu Keolahragaan, Vol 14. Issue 3, September -293 Hudiman Tarigan, Moch.Asmawi, Fahmy Fachrezzy, Ayu Purnama Wenly Mediation, the Sobel test statistic value was 3.7092 and p-value 0.0002 <0.05, so there is an indirect influence of the role of parents through learning motivation on learning outcomes in SDN Ciracas 07