scholarly journals Structural Relationships between Instructional Leadership, Learning Motivation and Learning Outcome - Urban-Rural Migrant Learners -

2017 ◽  
Vol 24 (1) ◽  
pp. 21-31
Author(s):  
Yu-Sun Park ◽  
Eun-Soo Choi
Keyword(s):  
Instructional Leadership ◽  
Learning Outcome ◽  
Learning Motivation ◽  
Rural Migrant ◽  
Structural Relationships ◽  
Urban Rural ◽  
Motivation And Learning

scholarly journals The Influence of Family Socio-Economic, Learning Motivation and Learning Independency on Student Learning Outcomes

2020 ◽  
Vol 1 (2) ◽  
pp. 26-30
Author(s):  
Durdy Mahri ◽  
Mukhatov Maya ◽  
Izzat Kulliyega
Keyword(s):  
Learning Outcomes ◽  
Positive Impact ◽  
Economic Factor ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
High Impact ◽  
Learning Motivation ◽  
Factors Affecting ◽  
Positive Statements ◽  
Motivation And Learning

This study amis to figure out the influence of Socio-economic, learning motivation and learning independence as anticipated factors affecting students learning outcome. This study is descriptive quantitative study. The data collection method used likert scale questionnaire consisting of negative and positive statements. The data is analysed through graphic presenting. The result of the study shows that socio-economic factor does not have direct effect on learning outcome. Learning motivation shows a positive impact but not consistent while learning independency indicates fairly high impact.

IMPELEMENTATION OF SELF-REGULATED LEARNING ON JUNIOR HIGH SCHOOL STUDENT OF LOW SOCIOECONOMIC STATUS

2020 ◽  
Vol 2 (1) ◽  
pp. 1-15
Author(s):  
Fatin Rohmah Wahidah ◽  
Farida Kurniawati
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Learning Motivation ◽  
Learning Abilities ◽  
Low Socioeconomic ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Subject ◽  
Motivation And Learning

The purpose of this study was to determine the application of self-regulated learning interventions to increase learning motivation and learning abilities in junior high school students who come from families with low socioeconomic levels. The intervention was given for five sessions through psychoeducation and assignments. The subject of this study is a male, 15 years old. This study uses a qualitative method with a case study approach. Data analysis using triangulation techniques. The results of the analysis of observations, interviews, and assignment documents show that there are differences before and after the subject was given intervention. In general, self-regulated learning intervention has a positive impact on learning motivation and learning abilities of the subject. Several factors that support and inhibit intervention were explained. Some suggestions are given to develop the further intervention.

scholarly journals Scenario Based E-Learning in Electrical Engineering Education

2017 ◽  
Vol 10 (3) ◽  
pp. 26
Author(s):  
Hamonangan Tambunan ◽  
Amirhud Dalimunte ◽  
Marsangkap Silitonga
Keyword(s):  
Engineering Education ◽  
Communication Technology ◽  
Electrical Engineering ◽  
Learning Outcome ◽  
Learning Motivation ◽  
Information Communication ◽  
Electrical Engineering Education ◽  
E Learning ◽  
Teaching Learning ◽  
Better Than

The scenario based e-learning in Electrical Engineering Education Learning (EEEL) was developed by covering the scope and characteristics of all subjects and the competence unit of graduates in the field of pedagogy, professional, social and personality, with url addresed http://jpte-ft-unimed.edu20.org. The scenario incorporates the concept of Problem Based Learning (PBL) and Contextual Teaching Learning (CTL), by supporting of Information Communication Technology (ICT) to establish the competence of the students, from beginners to become proficient, as the teachers of electrical engineering, and the electrical technicians. Based on the analysis, it obtained the students’ learning motivation, the lecturers’ attitude in teaching, and the students’ learning outcome are tend to be high, and the competence of the students who used the model are better than not use.

scholarly journals Differences in Mathematics Learning Outcomes in Terms of Level of Motivation and Learning Styles of Students Class XI SMK Kesehatah Imelda Ritonga

2021 ◽  
Vol 4 (1) ◽  
pp. 1287-1294
Author(s):  
Dede Irawan ◽  
Amin Harahap
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Research Data ◽  
Learning Motivation ◽  
Final Test ◽  
Post Test ◽  
Level Of Motivation ◽  
Motivation And Learning

This study aims to determine differences in mathematics learning outcomes of students in terms of level of motivation learning styles of students and How students ' mathematics learning Outcomes in terms of level of motivation and learning styles of students. This research experiments. The research Data consists of the initial test and final test about the material that has been delivered using the approach of learning motivation and learning styles with the dependent variable is learning outcomes. In this study, the researchers obtained data from the results of pre-test and post-test conducted in the experimental class(the class that viewed from learning motivation) and class control(class in terms of learning styles). Based on the above analysis, it has been proven that there are significant differences between the learning outcomes in terms of learning motivation and learning styles in enhancing student learning outcomes in Mathematics learning in the SMK Kesehatan Imelda Ritonga.

scholarly journals THE IMPLEMENTATION OF TEAM GAME TOURNAMENT (TGT) TYPE COOPERATIVE LEARNING MODEL TO IMPROVE LEARNING MOTIVATION AND LEARNING ACHIEVEMENT

2017 ◽  
Vol 15 (1) ◽  
Author(s):  
Nurul Hidayah ◽  
Abdullah Taman
Keyword(s):  
Cooperative Learning ◽  
Research Result ◽  
Learning Model ◽  
Learning Motivation ◽  
Average Score ◽  
Learning Achievement ◽  
Team Games ◽  
Team Game ◽  
Motivation And Learning ◽  
Academic Year

The objective of this research was improving learning motivation and learning achievement of XI Accounting 1 Students of SMK Negeri 1 Pengasih Academic Year 2016/2017 using Cooperative Learning Model Team Game Tournament (TGT) on the subject Accounting for Trading Company. This research was Classroom Action Research (CAR) collaborating with teacher in two cycle. Data collection technique used were questionnare, documentation, and test. Based on research result concluded that implementation of Cooperative Learning Model Team Games Tournament (TGT) could improve Learning Motivation and Learning Achievement of XI Accounting 1 student of SMK 1 Pengasih Academic Year 2016/2017  evidenced by improvement of motivation score and achievement score. Motivation questionnare result shown improvement of students’ learning motivation improved to 5.97% from cycle I of 72.41% increased to 78.13% in cycle II. Improvement of Accounting Learning Achievement calculated from the average score increase of 23.78% in first cycle and increased of 19.61% in the second cycle.Keywords: Cooperative Learning, Team Game Tournament, Learning Motivation, Learning Achievement

scholarly journals PENGARUH STATUS SOSIAL EKONOMI ORANG TUA, MOTIVASI BELAJAR, DISIPLIN BELAJAR TERHADAP PRESTASI BELAJAR PADA SISWA SMK BARUNAWATI SURABAYA

2017 ◽  
Vol 2 (2) ◽  
pp. 186
Author(s):  
Atya Rizkiana
Keyword(s):  
Socioeconomic Status ◽  
Student Achievement ◽  
Regression Analysis ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
Research Methodology ◽  
Random Sampling ◽  
Quantitative Methods ◽  
Learning Motivation ◽  
Motivation And Learning

The purpose of this study was to determine the effect of socioeconomic status, learning motivation, and learning disipline on student achievement at SMK Barunawati Surabaya. This study quantitative methods as a research methodology descriptive design. Population in this study are tenth grades students in SMK Barunawati Surabaya who are 103 students. Sampel was 82 students, selected by using Proporsional Random Sampling. Data analysed using multiple regression analysis. The result showed that socioeconomic status, learning motivation and learning discipline has partially significant impact on student achievement. Socioeconomic status, learning motivation and learning discipline have a significant impact on student achievement

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