CD Skripsi

hubungan tipe kepribadian berdasarkan mbti(myers briggs type indicator) dengan hasil belajar ekonomi siswa kelas xii ips sman 15 pekanbaru

---

This research seeks to examine the connection between students’ personality types,
as identified through the MBTI (Myers-Briggs Type Indicator) and their economic
learning outcomes of twelfth-grade social science students at SMAN 15 Pekanbaru.
Personality types can influence students' learning styles and understanding of the
material, making it essential to understand these personality types to improve
learning outcomes. This research employs a correlational method with a
quantitative approach. It was carried out at SMAN 15 Pekanbaru with a sample of
100 twelfth-grade social science students. Data were collected via documentation
and questionnaires. The data were analyzed using descriptive statistical analysis,
Kolmogorov-Sminrov test, and the Spearman Rank correlation test, with the help
of SPSS version 23. The findings of this research suggest a positive, yet very weak
and not significant, relationship between students’ MBTI personality types and their
economic learning outcomes. The correlation coefficient which stands at 0.102,
reflects a very weak relationship, and with a significance value of 0.313 well above
the 0.05, threshold this relationship is not statistically meaningful. Personality types
only contribute 4,2% to economic learning outcomes. The other 95,8% is likely
driven by various external and internal factors that were not explored in this
research.
Keywords: MBTI, Personality Type, Economic Learning Outcomes, Correlation

---

สภานภาพ

Detail Information

ชื่อชุด

-

เลขหมู่

2005113154

ผู้จัดทำ

Pekanbaru : Universitas Riau – FKIP – Pendidikan Ekonomi., 2025

ลักษณะวัสดุ

-

ภาษา

Indonesia

ISBN/ISSN

-

หมวดหมู่

2005113154

Content Type

-

Media Type

-

Carrier Type

-

ครั้งที่จัดทำ

-

หัวเรื่อง

PENDIDIKAN EKONOMI

ชื่อเรื่องเพิ่ม

-

Statement of Responsibility

Rahmat

Other version/related

เอกสารดิจิทัล

Comments

---

You must be logged in to post a comment