Metode CART dan CHAID untuk menelusuri faktor-faktor yang mempengaruhi prestasi belajar mahasiswa STAKPN Tarutung

Abstract

Students’ learning achievement is one of indicators that can be used to determine the study quality that conducted by the college. Therefore, to assess the learning quality improvement can be done by investigating the factors that affect students’ achievement. Generally, these factors consist of two parts: internal factors and external factors. Internal factors consist of health, learning interest, learning attitude and religiosity. While external factors consist of campus environment and family environment. The aim of this study is to determine the factors that influence students’ achievement of STAKPN Tarutung by using Classification and Regression Tree (CART) and Chi-square method Automatic Interaction Detection (CHAID). These methods are tree structure methods were used to examine the relationship between the response variable with explanatory variable that influence it. Learning achievement is response variable which is measured by students’ value (GPA). CART method was used when the performance index value used as continuous data, while CHAID method was used when the performance index value used as ordinal data. While the explanatory variables were analyzed consist of 21 variables, such as: origin of school, status of school, majoring, illness, disability, suitability majors, number of siblings, father's education, mother's education, parental income, study schedules, long time to learn, creativity to seek support lecture material, creativity to do assignments, calssroom conditions, facilities and means of lectures, ideological dimensions of religiosity, ritualistic dimension of religiosity, experiential dimension of religiosity, intellectual dimensions of religiosity, and consequential dimension of religiosity. The object of this study is the students of STAKPN (Sekolah Tinggi Agama Kristen Negeri) Tarutung. The source of were got from primary data and secondary data. Primary data was collected by using a questionnaire research instruments. The questionnaire contained a list of questions to determine the identity, educational background, health condition, family situation, campus environment, learning attitude, learning motivation, and the religiosity of the respondent. While secondary data was got from a list of values (GPA) of respondents were obtained from academic section of STAKPN Tarutung. Data collection was conducted in May 2013. The total number of respondents was 176 students. The result of CART analysis showed that variables influence student’s achievement of STAKPN Tarutung row were students’ major in high school, number of students’ siblings, intellectual dimension of religiosity and long time student studying at home. The first variable that splits was high school majors. The respondent was split into 2 groups based on their majoring. Students’ majoring from science consist of 75 respondents and students from social and vocational consist of 101 respondents. Students from science related to the number of siblings. Variable number of siblings split science graduate students group into two groups, namely the number of students who have siblings >3 consist of 59 respondents and students who have a number of relatives ≤3 consist of 16 respondents. Groups of undergraduate students majoring in social studies and related to the intellectual dimension of religiosity. This variable split groups and undergraduate students majoring in social studies into two groups, namely group of students with the intellectual dimension of religiosity categories of never or rarely consist of 25 respondents and group of students with a category often or always consist of 76 respondents. Student groups including the category often or always split into two groups based on learning time. Group using home study time ≤2 hours consist of 60 respondents and the group of students who study at home using time >2 hours consisting of 16 respondents. The results of CHAID analysis showed variables that affect students’ achievement of STAKPN Tarutung row is the number of siblings of students, respondents’ majoring in high school and respondents’ intellectual dimension of religiosity. The first variable is the number of siblings becomes splitting. Students numbering 176 people split into 2 groups, namely groups of students who have a number of siblings ≥3 groups consist of 126 respondent and students who have relatives consist of 50 respondent. Groups of students who have a number of siblings ≥3 deals with high school majors. Variables high school majors consisting of two major categories, the science and social majors and undergraduate categories are combined into one category. The number of students in the science category consist of 59 respondents, while in the category of Social and Vocational consist of 67 respondents. While the group of students who have relatives with regard to the intellectual dimension of religiosity. Variables intellectual dimensions of religiosity which consists of two categories, there was never and rarely category consist of 16 respondents and categories often and always consist of 34 respondents.