Main Article Content


This study specifically looked at how the social environment affects student achievement at SMA PGRI Kupang. The objective of this study was to explain the relationship between social environment and learning achievement at SMA PGRI Kupang. An ex post facto quantitative method was used to examine the relationship between social environment and children's learning achievement. The data were collected using a form of questionnaires and documentation through 14 students (XI IPS) as samples. The data was analyzed using some techniques, including; descriptive statistical analysis, mean analysis, average value analysis, and correlation analysis to test the hypothesis. The product-moment correlation test was a statistical analysis technique. This study found a strong link between children's learning achievement and their social environment. One of the factors of success was determined by the social environment. As a result, SMA PGRI Kupang had a bad environment that can affect learning activities and lower children's learning achievement. Based on the data analysis, 0.73 at a 5% significance level, and rtable score was 0.24. This means that the value is greater than the rtable value, with 0.73 greater than 0.24. The first hypothesis (Ho) was accepted, while the alternative hypothesis (Ha) was rejected.


social environment, learning achievement

Article Details

How to Cite


  1. Ahmad, N. A. S. (2022). The principal’s role in developing school culture at SMA Negeri 5 Kupang. Sociological Education, 3(2), 26–31. Retrieved from
  2. Datuk, A., Syahrul, & Bora, E. (2020). Tingkat Pendidikan Sebagai Penentu Takaran Belis Pada Gadis Sumba. Al-Maiyyah : Media Transformasi Gender Dalam Paradigma Sosial Keagamaan, 13(2). Retrieved from
  3. Djehalut, N. S., Kiko, B., Nurdin, N., & Syahrul, S. (2022). Peran Ibu Rumah Tangga sebagai Pendamping Belajar Anak di Masa Pandemik Covid 19 di Kota Kupang. Ideas: Jurnal Pendidikan, Sosial, Dan Budaya, 8(3), 1013–1020.
  4. García-Carrión, R., López de Aguileta, G., Padrós, M., & Ramis-Salas, M. (2020). Implications for Social Impact of Dialogic Teaching and Learning. Frontiers in Psychology, 11, 140.
  5. Ghoshal, R. (2019). Call Your Representatives: Connecting Classroom Learning to Real-world Policy Action. Teaching Sociology, 47(1), 51–58.
  6. González, M. E. C., Vera, C. E. M., Calatayud, M. M., Dueñas, R. G., González, Á. R. M., Pérez, Á. R. L., & Oramas, R. M. A. (2020). Social knowledge networks for promoting environmental education in coastal communities from central-southern region of Cuba. Regional Studies in Marine Science, 35, 101115.
  7. Gunduz, N., & Hursen, C. (2015). Constructivism in Teaching and Learning; Content Analysis Evaluation. Procedia - Social and Behavioral Sciences, 191, 526–533.
  8. Julyyanti, Y., Yusuf, N. W., Saldika, S. D., Syahrul, S., & Ramlah, S. (2022). Dilema Usaha Rasional Orangtua dalam Menumbuhkan Kesadaran Pendidikan pada Anak di Nusa Tenggara Timur. Journal on Teacher Education, 4(1), 555–563. Retrieved from
  9. Maswi, R., Syahrul, Arifin, & Datuk, A. (2022). Teori Konstruktivisme dalam Pembelajaran Sosiologi di Madrasah Aliyah Al-Hikmah Bahri Ternate Kabupaten Alor. EDUKATIF: Jurnal Ilmu Pendidikan, 4(2), 2395–2402.
  10. Mburu, G., Limmer, M., & Holland, P. (2019). HIV risk behaviours among women who inject drugs in coastal Kenya: Findings from secondary analysis of qualitative data. Harm Reduction Journal, 16(1), 10.
  11. Meijers, F., Lengelle, R., & Kopnina, H. (2016). Environmental Identity and Natural Resources: A Dialogical Learning Process. Resources 2016, Vol. 5, Page 11, 5(1), 11.
  12. Neam, H. (2022). The impact of COVID-19 pandemic on sociology learning at SMA Negeri 2 Kupang. Sociological Education, 3(2), 7–12. Retrieved from
  13. Neoh, J. Y. (2021). Citizenship and democratic education in the time of rising nationalism: Implications for citizenship education from the cases of Australia and Singapore. Citizenship Teaching & Learning, 16(3), 361–379.
  14. Rizqi, P. D. S., Sukidin, Suharso, P., Hartanto, W., & Sedyati, R. N. (2021). The Implementation of Electronic Warong Program of Family Hope Program Joint Venture (E-Warong Kube PKH). IOP Conference Series: Earth and Environmental Science, 747(1), 012099.
  15. Ryymin, E., & Lamberg, L. (2022). Multilevel boundary crossing and dialogical learning mechanisms in interdisciplinary research teams. Learning Organization, 29(1), 38–51.
  16. Suharso, P., & Sarbini, S. (2018). Coastal Community Response to the Movement of Literacy: a study on literacy culture in Demak pesantren’s. E3S Web of Conferences, 47, 07004.
  17. Syahrul; Zahrawati, F., & Nursaptini. (2023). Division of Labour in Coastal Community: The Equity of Role-Play Between Bugis Women and Men in Kupang. PALASTREN: Jurnal Studi Gender, 15(2).
  19. Syahrul, Arifin, & Datuk, A. (2021). The dilemma of Timorese education in the COVID-19 pandemic. Educational Innovation in Society 5.0 Era: Challenges and Opportunities, 151–156.
  20. Syahrul, S., & Datuk, A. (2020). Social Behavior of the Children of Newspaper Sellers in Kupang City to Defend Existential at School. NUANSA: Jurnal Penelitian Ilmu Sosial Dan Keagamaan Islam, 17(2), 180.
  21. Syahrul, S., & Kibtiyah, M. (2020). Problematika Pendidikan Anak Jalanan : (Studi Anak Penjual Koran di Kota Kupang). Jurnal Basicedu, 4(4), 1336–1349.
  22. Syahrul, Zahrawati, F., & Nursaptini. (2022). Kritik Ideologi Pendidikan. Retrieved from
  23. Un, O. (2020). Dampak Globalisasi Terhadap Gaya Hidup Peserta Didik di SMA Negeri 2 Kota Kupang. Sociological Education, 1(1), 27–33. Retrieved from
  24. Weinzimmer, J., & Bergdahl, J. (2018). The Value of Dialogue Groups for Teaching Race and Ethnicity. Teaching Sociology, 46(3), 225–236.