Pengaruh Persepsi Variasi Mengajar Guru Dan MotivasiBelajar Terhadap Prestasi Belajar Ekonomi PadaSiswa Kelas X Ips SMA Batik 1 SurakartaTahun Ajaran 2017/2018

This study aims to determine whether the perceptions of teacher teaching variation that are used today and learning motivation affect the achievement of economic learning in class X IPS SMA 1 Batik Surakarta. This type of research is quantitative descriptive, which in this study will describe students' perceptions of perceptions of variations in teacher teaching and learning motivation in class X IPS students of SMA Batik 1 Surakarta. Data collection techniques used were questionnaires / questionnaires and documentation. The subjects of this study were students of X IPS class of Batik 1 Surakarta High School totaling 211 students with 131 students who were taken by probability sampling technique, namely simple random sampling. The required data was obtained through a questionnaire that had previously been tested by testing validity and reliability. Data analysis techniques used are multiple linear regression test, t test, F test, R2 test, and relative and effective contribution. The results of the study using regression analysis obtained regression equation of: Y = 52,967 + 0,248X + 0,442X2. Equations show that student learning achievement is influenced by perceptions of variation in teacher teaching and learning motivation. The conclusions obtained are: 1) Perceptions of variations in teaching teachers affect learning outcomes proven to be true. This is based on multiple linear regression (t test), it is known that the result of t count = 3.545> t table = 1.979 and the significance value <0.05 is 0.001 with a contribution predictor of 73.5. 2) learning motivation has an effect on learning achievement proven truth. This is based on multiple linear regression (t test), it is known that the result of t count = 6.009> t table = 1.979 and the significance value <0.05 is 0.000 with a contribution predictor of 75.9. 3) perceptions of variation in teaching teachers and learning motivation towards learning achievement are proven to be true. This is based on multiple linear regression (F test). It is known that Fcount> Ftable, which is 201.356> 3.067 and a significance value of <0.05 is 0.000. 4) the coefficient of determination (R2) of 0.759 shows the magnitude of the influence of perceptions of variation in teaching teachers and learning motivation on learning achievement is 75.9% while 24.1% is influenced by other variables not examined by researchers.