The relationships among teacher immediacy behaviors, student motivation, and learning

This class action research aims to improve students' motivation and learning outcomes through the SETS (Science, Environment, Technology and Society) approach to Environmental Pollution VII VII E material, SMP Negeri 1 Wonosari in semester 2 academic year 2017/2018. This research lasted for 2 (two) cycles, the first cycle was held 3 (three) meetings and the second cycle was held 2 (two) meetings. Things to be improved through this classroom action research are learning motivation and student learning outcomes through the SETS approach. Data collection techniques used were questionnaires and tests. Motivation questionnaire data is in the form of student acquisition scores during cycle I and cycle II while the learning outcome data is the value of student test results after the learning process of cycle I and cycle II. The results of the questionnaire are tabulated and processed and then compared with indicators of success that have been determined to measure the improvement and achievement. The test result data is processed by calculating the percentage of students who reach the KKM then compared with indicators of success to find out the improvement and achievement. Based on the results of data analysis and discussion it can be concluded that the SETS approach can increase student motivation and student learning outcomes. The final recapitulation of student learning motivation increased from 65.83% (enough) in the first cycle to 76.28% (good) in the second cycle while the student learning outcomes increased from 58.33% in the first cycle to 83.33% in the second cycle.

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PENERAPAN PEMBELAJARAN MENGGUNAKAN STRATEGI PCP UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR BIOLOGI PADA MATERI JARINGAN TUMBUHAN DI KELAS XI IPA SMA NEGERI 4 AMBON

BIOTIK: Jurnal Ilmiah Biologi Teknologi dan Kependidikan ◽

10.22373/biotik.v7i2.5649 ◽

2019 ◽

Vol 7 (2) ◽

pp. 101

Author(s):

Marthinus Usmany

Keyword(s):

Action Research ◽

Learning Outcomes ◽

Research Design ◽

Student Motivation ◽

Plant Tissue ◽

Learning Activities ◽

Percentage Increase ◽

Biology Learning ◽

Motivation And Learning ◽

Tissue Material

This study aims to improve students’ motivation and learning outcomes by PCP strategies on plant tissue material in class XI Science of SMA Negeri 4 Ambon. This research is a classroom action research design. The learning activities are divided into 2 cycles and refer to the John Elliot (1988) model which consists of four stages of action in each cycle. The results showed there was an increase in students’ motivation and learning outcomes from the first cycle to the second cycle, where student motivation reached 80% in the first cycle, and in the second cycle increased to 87%. The percentage of the students’ number who completed learning in the first cycle is 64%, that increased in the second cycle to 84%. The percentage increase of students’ motivation and learning outcomes has reached a success indicator so it can be concluded that the application of biology learning by using a PCP (Point Counter Point) strategy can increase the motivation and learning outcomes of students on plant tissue material of Class XI Science in SMA Negeri 4 Ambon.

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The STAD Model Assisted by Audio Visual Media Increases Student Motivation and Learning Achievement

Indonesian Journal Of Educational Research and Review ◽

10.23887/ijerr.v4i2.30556 ◽

2021 ◽

Vol 4 (2) ◽

pp. 325

Author(s):

Dian Istiqorini Setiarufi

Keyword(s):

Learning Process ◽

Student Motivation ◽

Teaching And Learning ◽

Visual Media ◽

Learning Motivation ◽

Learning Achievement ◽

Cooperative Model ◽

Student Teams ◽

Success Indicators ◽

Motivation And Learning

The low learning motivation of students in the learning process. The initial motivation of students is 69% (less), namely out of 14 students, only four students meet the indicators of success. It is because teachers still dominate teaching and learning activities so that learning is teacher-centered. In the learning process, some students did not pay attention to the lessons given by the teacher. This study aims to determine the increase in motivation and learning achievement of students through the cooperative model of the Student Teams Achievement Divisions type assisted by audio-visual media. This type of research is classroom action research. The research procedure was carried out in two cycles. The source of the data taken is the entire class V, totaling 14 students. Data collection methods used are documentation, questionnaires, and interviews. The data analysis technique used is quantitative and descriptive qualitative analysis. The results showed an increase in student motivation. Students' learning motivation in the first cycle reached 74% (enough) as many as 8 students had met the success indicators, and in the second cycle, it was 81% (good) as many as 12 students had met the success indicators. Based on the results of the analysis and discussion, it can be concluded that the Student Teams Achievement Divisions type cooperative model can increase students' motivation and learning achievement.

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Designing learning resources and investigating student motivation and learning in general relativity and quantum physics in Norway

Teaching Einsteinian Physics in Schools ◽

10.4324/9781003161721-24 ◽

2021 ◽

pp. 309-318

Author(s):

Ellen Karoline Henriksen

Keyword(s):

General Relativity ◽

Student Motivation ◽

Quantum Physics ◽

Learning Resources ◽

Motivation And Learning

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Going Digital

Handbook of Research on Developing Engaging Online Courses - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-2132-8.ch016 ◽

2020 ◽

pp. 277-290

Author(s):

Kristal Curry

Keyword(s):

Distance Learning ◽

Learning Environments ◽

Online Courses ◽

Nonverbal Behaviors ◽

Teacher Immediacy ◽

Online Instructors ◽

Immediacy Behaviors ◽

Recommendations For Practice ◽

Distance Learning Environment ◽

Verbal And Nonverbal Behaviors

The purpose of this chapter is to explore teacher immediacy strategies that help online instructors form connections with students while teaching in distance learning environments. Teacher immediacy consists of both verbal and nonverbal behaviors teachers can use that generate perceptions of closeness with students, which often feels lacking in a distance learning environment. Specific examples of immediacy behaviors in online courses are provided. The chapter shares examples of student/teacher interactions in a course built around teacher immediacy principles, identifying the specific principles visible in each interaction. Finally, the chapter ends with recommendations for practice using teacher immediacy strategies to build relationships with students in online courses.

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