Effect of Blended Learning, Parenting Parents, Peer Interaction, and Efficacy of Self Motivation to Learn

Abstract

The study was aimed to determine whether the effect of blended learning, parenting parents, social peers, and self-efficacy on motivation to learn. This study was conducted over three months, starting from October 2019 until December 2019. The method used in this study is a survey method with the approach of causality. The population in this study is a randomized population totaling 200 respondents. Data collection techniques used are literature and questionnaire techniques. For data analysis techniques we use SmartPLS software version 3. PLS (Partial Least Square) with structural equation analysis (SEM). The results of this study indicate that each variable has the same influence.