CHARACTER-BASED ECONOMIC LEARNING IMPLEMENTATION an‎d TEACHER’S REINFORCEMENT ON STUDENT’S AFFECTIVE COMPETENCE IN MINIMIZING HOAX

Minimizing hoaxes that occur in students is closely related to learning outcomes in the affective domain. Therefore, the purpose of this research is to find out and analyzeimplementation of character-based economic learning and teacher’s reinforcement influence on student’s affective competence. Type of this research is descriptive and associative analysis. The populations of this research were 10th class of senior high school student in East Jakarta amounting to 1793 students. The sample in this research amounted to 95 students. The sampling method was done by using proportionate random sampling. Data collection is done by filling questionnaires. Analysis of the data used is descriptive statistic and multiple regression. The results showed that there were simultaneously positive and significant effects between implementation of character-based economic learning and teacher’s reinforcement on students’ affective competencies in minimizing hoax news on online social media. However, partially teacher’s reinforcement has a positive but not significant effect on students’ affective competencies. Overall, the magnitude of the effect is known to be 43.50%. This gives a considerable meaning, because almost half of its contribution. Even though there are still many other factors that contribute to affective competence, namely the remaining 56.50% as other factors not examined in this study.