scholarly journals The Opinion of Latvian Teachers About the Most Suitable Teaching Methods and Possibilities to Make Lessons Interesting

2017 ◽  
Vol 9 (1) ◽  
pp. 50-56
Author(s):  
Juris Porozovs ◽  
Silvija Kristapsone
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Real Life ◽  
Learning Motivation ◽  
High Learning ◽  
Factors Affecting ◽  
Teaching Content ◽  
New Material ◽  
The Subject ◽  
Motivation And Learning

Abstract Student’s learning motivation and learning outcomes depend on the ability of the teacher to interest students, the chosen teaching methods and proficiency to manage the learning process. Teacher who can successfully choose teaching content, material resources and different teaching methods is able to cause interest about his subject. Teacher who is interested in teaching process himself can help students to learn a subject. The aim of the study was to find out the Latvian teachers' opinion about the disturbing factors affecting the achievement of high learning outcomes for students, the most suitable teaching methods and the possibilities to make lessons interesting. The survey of teachers of different schools in Latvia regarding their students’ learning motivation was carried out. The data from 482 teachers’ answers were analysed. The results of the research showed that the majority of surveyed teachers consider that learning motivation of Latvia students has decreased during the last few years. Teachers point out several factors, which do not allow students to reach high learning outcomes, the most important of them are: the inability of students to link career and success with learning and lack of life goals; inability of students to concentrate attention during lessons; indisposition of students to do homework. The teachers consider laboratory works, discussions, project works, group works and teacher’s presentations and narrative of new material as the most suitable teaching methods. Teachers consider that the most important personality trait of teachers and learning motivation for students to improve their skills is the teacher’s ability to teach the subject in an interesting way. Teachers believe that lessons can be made interesting if modern technologies and teaching methods are used during lessons and when the teacher is able to connect the subject with real life.

scholarly journals METODE MENGAJAR DAN MOTIVASI TERHADAP HASIL BELAJAR KETERAMPILAN SERVIS FLATTENIS LAPANGAN(STUDI EKSPERIMEN PADA MAHASISWA FIK UNM MAKASSAR)

2020 ◽  
Vol 12 (1) ◽  
pp. 21
Author(s):  
Hasbunallah AS ◽  
Ahmad Rum Bismar
Keyword(s):  
Experimental Study ◽  
Learning Outcomes ◽  
Teaching Methods ◽  
Design Method ◽  
Learning Motivation ◽  
High Learning ◽  
Significance Level ◽  
Analysis Technique ◽  
Lower Effect ◽  
Academic Year

The aim of this experimental study was todetermine the effect of all teaching methods, part, mixed and motivation result learning toward of flat service skill courts tennis. Learning motivation is divided into two parts, namely high andlow.This research was conducted at Faculty of Sport ScienceState University of Macassar,the academic year 2014/2015. Experimental using factorial design method 2x3. The sample consisted of 60 students were divided into 6 groups, each consisting of 10 students. Data analysis technique is a two-way analysis of variance (ANOVA) followed by Tukey's test at a significance level of α= 0.05. The results of this study indicate that ( (1) overall teaching methods higher effect of the part teacing methods on learning outcomes flat tennis service skills (2) overall teaching methods lower effect of the part teacing methods on learning outcomes flat tennis service skills, (3) overall teaching methods lower effect of the part teacing methods on learning outcomes flat tennis service skills,(4) there is interaction between the overall teaching methods, part teaching methods and combined teaching methods and learning motivation outcomes flat tennis service skills,(5) overall teaching methods higher effect of the part teacing methods on learning outcomes flat tennis service skillsusing a high learning motivation, (6) overall teaching methods lower effect of the part teacing methods on learning outcomes flat tennis service skillsusing a high learning motivation, (7) part teaching methods lower effect of the combined teacing methods on learning outcomes flat tennis service skillsusing a high learning motivation, (8) overall teaching methods higher effect of the part teacing methods on learning outcomes flat tennis service skillsusing a low learning motivation, (9) overall teaching methods lower effect of the part teacing methods on learning outcomes flat tennis service skillsusing a low learning motivation, (10) part teaching methods lower effect of the combined teacing methods on learning outcomes flat tennis service skillsusing a low learning motivation.

scholarly journals KORELASI MOTIVASI BELAJAR DENGAN HASIL BELAJAR MAHASISWA ANGKATAN 2015 PROGRAM STUDI PENDIDIKAN FISIKA PADA MATA KULIAH MEKANIKA

2017 ◽  
Vol 8 (1) ◽  
pp. 36
Author(s):  
N.W. S. Darmayanti ◽  
Zulkarnain Zulkarnain
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Coefficient Of Determination ◽  
Independent Variable ◽  
The Subject ◽  
Motivation And Learning ◽  
Relationship Of ◽  
The Relationship

Abstrak: Penelitian ini bertujuan untuk mengetahui hubungan motivasi belajar dengan hasil belajar mahasiswa angkatan 2015 prodi fisika pada mata kuliah mekanika. Jenis penelitian ini termasuk dalam penelitian korelasional yang bertujuan untuk melihat hubungan antara dua variabel. Dalam penelitian ini terdapat dua variabel, yaitu variabel bebas (Independent Variable) motivasi belajar (X) dan variabel terikat (Dependent Variable) yaitu hasil belajar mahasiswa pada mata kuliah mekanika (Y). Populasi yang digunakan pada penelitian ini adalah semua mahasiswa prodi pendidikan fisika. Sampel penelitiannya adalah seluruh mahasiswa prodi fisika angkatan 2015 yang mengambil mata kuliah mekanika. Data hasil belajar dikumpulkan dengan tes hasil belajar berbentuk tes essay dan motivasi belajar dikumpulkan dengan bentuk angket motivasi. Data dianalisis menggunakan Product Moment yang dikembangkan Karl Pearson dengan bantuan SPSS. Analisis selanjutnya mencari koefisien determinasi di mana rumus yang digunakan adalah rumus “Coefficient of Determination”. Analisis terakhir adalah mencari makna hubungan variable X terhadap Y dengan pengujian lanjutan yaitu uji signifikansi. Hasil penelitian menunjukkan terdapat hubungan yang positif (kuat) antara motivasi belajar dengan hasil belajar yang dapat dilihat dari nilai koefisien korelasi sebesar 0,745. Besar hubungan variabel motivasi belajar dengan hasil belajar adalah sebesar 55,50% yang dilihat dari nilai koefisien determinasinya. Uji signifikansi menunjukkan nilai t hitung lebih besar dari t tabel (3,162,262) yang berarti terdapat hubungan yang signifikan antara motivasi belajar dengan hasil belajar. Abstract: This study aims to determine the relationship of learning motivation with learning physics student outcomes class 2015 studies in the subject of mechanics. This type of research is included in correlational research that aims to know the relationship between two variables. In this study there are two variables, that is independent variable (learning motivation) and dependent variable (student learning outcomes in the subject of mechanics). The population used in this study were all students physics education program. The sample of the research is all students physics class 2015 who take the subject mechanics. student learning outcomes data collected by form essay test and motivation of learning collected by form of motivation questionnaire.Data were analyzed using Product Moment developed by Karl Pearson with the help of SPSS. The next analysis looks for the coefficient of determination in which the formula used is the "Coefficient of Determination" formula. The last analysis is to find the meaning of relationship variable X to Y with advanced testing is the test of significance. The results showed there was a positive (strong) relationship between learning motivation and learning outcomes that can be seen from the correlation coefficient of 0.745. Great relationship of learning motivation variable with learning result is equal to 55,50% which seen from determination coefficient value. Test significance shows the value of t arithmetic greater than t table (3.16 2.262) which means there is a significant relationship between learning motivation and learning outcomes.

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.

scholarly journals Peningkatan Motivasi dan Hasil Belajar pada Materi Haji dan Umrah dengan Strategi Practice Rehearsal Pairs di Madrasah

2019 ◽  
Vol 4 (1) ◽  
pp. 105-118
Author(s):  
Ma'ruf Yuniarno
Keyword(s):  
Action Research ◽  
Classroom Management ◽  
Learning Outcomes ◽  
Student Motivation ◽  
Management Strategies ◽  
Learning Motivation ◽  
Classroom Management Strategies ◽  
The Subject ◽  
Motivation And Learning ◽  
Academic Year

This study is purposed to find out how to improve students' motivation and learning outcomes through Practice Rehearsal Pairs (PRP) strategy in the course of Hajj and Umrah. The research was designed as a classroom action research. The subject of this research was VIIIC grade students of MTs Negeri 1 Bantul of academic year 2016-2017. The results of this study indicate a significant increase in learning motivation. The percentage of students' learning motivation in Pre-cycle was 6.25%. At the meeting I of Cycle I, the student motivation was 40.63% and went up to 50.00% at meeting II. At meeting I of Cycle II, student motivation also rose to 53.13% and increased at the second meeting to 71.88%. There were 22% of total students scored above the Minimum Passing Grade (KKM) at Pre-cycle. At the Meeting I of Cycle I, students who scored ​​above the KKM rose to 41%. At the Meeting II of Cycle I, the average of student score rose to 59%. At the Cycle II Meeting I, it increased to 63% and significantly rose to 78% at Meeting II of Cycle II. In short, the implementation of Practice Rehearsal Pairs strategy in Hajj and Umrah course can improve motivation and learning outcomes by modifying certain substances that are the use of attractive media, seating arrangements, and effective classroom management strategies.

scholarly journals The Effect of Project Based Learning Models and Learning Motivation on Civics Learning Results In 4th Grade Primary School 106163 Percut Sei Tuan

2020 ◽  
Vol 3 (3) ◽  
pp. 1509-1520
Author(s):  
Luciana Simanjuntak ◽  
Sriadhi Sriadhi ◽  
Daulat Saragih
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Learning Model ◽  
Project Based Learning ◽  
Learning Motivation ◽  
Learning Models ◽  
High Learning ◽  
Fourth Grade Students ◽  
Direct Learning ◽  
Motivation And Learning

This study aims to: (1) Determine the differences in student PPKn learning outcomes taught with a project-based learning model compared to students taught using a direct learning model; (2) Knowing the differences in the learning outcomes of students who have high learning motivation compared to students who have low learning motivation; (3) Knowing the interaction between the project based learning model and learning motivation in influencing the learning outcomes of students' PPKn at Primary School 106163 Percut Sei Tuan. The population in this study were the fourth grade students at Primary School 106163 Percut Sei Tuan, totaling 54 people. 4th Grade a as many as 27 students and 4th Grade / b as many as 27 students. Collecting data in this study through a questionnaire on learning motivation and learning outcomes test instruments PPKn. Hypothesis testing is done by using the Two Way Anova test. The results showed that: (1) The PPKn learning outcomes of students who were taught with the project based learning model were higher than the PPKn learning outcomes of students taught using the direct learning model (Fcount= 23.476 and the sig. 0.000> 0.05); (2) Student PPKn learning outcomes who have high learning motivation are higher than those with PPKn learning outcomes of students who have low learning motivation (Fcount = 7.673 and sig. 0.008> 0.05); (3) There is an interaction between the project based learning model and learning motivation in influencing students' PPKn learning outcomes (Fcount = 13.003 and sig. 0.001> 0.05).

scholarly journals UPAYA MENINGKATKAN MOTIVASI DAN HASIL BELAJAR SISWA DENGAN MODEL DISCOVERY LEARNING BERBANTUAN VIRTUAL LABORATORY

2019 ◽  
Vol 2 (3) ◽  
pp. 153-160
Author(s):  
Faiz Brikinzky Adyan ◽  
Andik Purwanto ◽  
Nirwana Nirwana
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Discovery Learning ◽  
Learning Motivation ◽  
Virtual Laboratory ◽  
Average Score ◽  
The Subject ◽  
Motivation And Learning ◽  
Improve Student Learning

ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan peningkatan motivasi belajar dan hasil belajar siswa. Penelitian ini adalah penelitian tindakan kelas. Subjek penelitian adalah seluruh siswa kelas XI MIPA A SMAN 2 Kota Bengkulu yang berjumlah 32 siswa. Hasil penelitian menunjukkan bahwa motivasi belajar siswa sebelum mengikuti proses pembelajaran berada pada kategori rendah dengan skor 44,18, dan pada saat setelah mengikuti proses pembelajaran skor rata-rata motivasi belajar siswa meningkat menjadi 62,06 yang berada pada kategori tinggi. Hasil belajar siswa pada siklus I sebesar 73,59, kemudian pada siklus II sebesar 75,93 dan pada siklus III sebesar 80,15. Hasil belajar siswa dalam aspek pengetahuan pada siklus I diperoleh daya serap siswa sebesar 73,59% dan ketuntasan belajar sebesar 68,75% (belum tuntas), meningkat pada siklus II diperoleh daya serap siswa sebesar 75,93% dan ketuntasan belajar sebesar 84,37%(tuntas), meningkat dibandingkan dibandingkan siklus I dan II yaitu siklus III diperoleh daya serap sebesar 80,15% dan ketuntasan belajar sebesar 100% (tuntas). Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan model Discovery Learning berbantuan Virtual Laboratory dapat meningkatkan aktivitas belajar siswa, motivasi belajar siswa dan hasil belajar siswa. Kata kunci : Model Discovery Learning, Virtual Laboratory, Motivasi Belajar  dan Hasil Belajar ABSTRACT This research was aimed to describe the increased motivation to learn and student learning outcomes. This research was a classroom action research. The subject of research was the whole student of XI MIPA A SMAN 2 city of Bengkulu that amounted 32 student. The result of this research showed that the learning motivation of student before following process of learning was low category with score 44,18, while having to follow the learning process an average score of learning motivation was student increased 62,06 in high category. The result of learning student in cycle I 73,59, then in cycle II 75,93 and cycle III 80,15. The result of student learning in knowledge cycle I obtained absorbance student 73,59% and complete learning 68,75% (not complete), increased in cycle II obtained absorbance student 75,93% and complete learning 84,37% (complete), increased compared to comparable cycle I and II cycle III obtained absorbance student 80,15% and complete learning 100% (complete). Based in result of studied it was concluded that the application of Discovery Learning model assisted Virtual Laboratory can improve student learning activities, learning motivation of student and learning outcomes Keywords : Model Discovery Learning, Virtual Laboratory, Learning Motivation and Learning Outcomes

scholarly journals PEMBELAJARAN KOOPERATIF DENGAN PENDEKATAN NUMBERED HEAD TOGETHER DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR SISWA

Sigma ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 148
Author(s):  
Abd Fatah
Keyword(s):  
Learning Outcomes ◽  
Learning Model ◽  
Learning Motivation ◽  
Vocational School ◽  
Research Subjects ◽  
High Learning ◽  
School Students ◽  
Cooperative Model ◽  
Significance Level ◽  
The Subject

The objectives of this study are: 1) To determine the differences in learning outcomes shown by students who learn using the NHT-type cooperative model and conventional learning on the learning outcomes of vocational school students in Sampang on the subject of financial mathematics (annuity). 2) the difference in learning outcomes shown by students who have high learning motivation with students who have low learning motivation towards learning outcomes of vocational school students in Sampang on the subject of annuity. 3) To determine the interaction between the use of the cooperative learning model type NHT and conventional learning, as well as student motivation on learning outcomes of vocational students in Sampang on the subject of annuity. This type of research is an experiment with research subjects of class XII students, the instruments are tests and questionnaires. The homogeneity of the research subjects was tested by using the independent sample test. Data normality was tested with one sample Kolmogorov-Smirnov. Hypothesis testing uses two way ANOVA by displaying the average value of descriptive statistics as a level of differentiation. Based on the results of the study it can be concluded that: 1) There are differences in learning outcomes shown by students who learn using the NHT type cooperative model and accepted conventional learning with a significance level of 0.000 (<0.05). The highest mean is found in the NHT type learning model which in total obtained results of 89.27. 2). There are differences in learning outcomes shown by students who have high learning motivation with students who have low learning motivation who are accepted with a significance level of 0.000 (<0.05). The highest mean is found in high learning motivation, which in total is 88.84. 3) There is a significant interaction between the NHT type learning model, conventional and learning motivation on student learning outcomes on the subject of annuities received at a significance level of 0.001 (<0.05). While the highest mean is found in the interaction between the NHT type learning model with learning motivation of 89.74.

scholarly journals Penerapan accelerated learning dengan pendekatan SAVI untuk meningkatkan motivasi dan hasil belajar kompetensi menggambar busana

2013 ◽  
Vol 3 (1) ◽  
Author(s):  
Esther Mayliana ◽  
Herminarto Sofyan
Keyword(s):  
Learning Outcomes ◽  
Action Observation ◽  
Descriptive Statistics ◽  
Learning Motivation ◽  
Accelerated Learning ◽  
High Learning ◽  
Research Activities ◽  
Motivation And Learning ◽  
Planning Action

Penelitian tindakan kelas ini bertujuan untuk meningkatkan motivasi belajar dan hasil belajar pada kompetensi menggambar busana dengan menerapkan accelerated learning melalui pendekatan SAVI (Somatic, Auditory, Visual, Intellectual). Penelitian terdiri dari tiga siklus setiap siklus dilakukan dua pertemuan. Kegiatan penelitian meliputi perencanaan, tindakan, observasi dan refleksi. Data motivasi belajar dan hasil belajar dianalisis dengan teknik statistik deskriptif. Hasil penelitian menunjukkan bahwa: (1) penerapan accelerated learning dengan pendekatan SAVI dapat meningkatkan motivasi belajar siswa sehingga jumlah siswa yang masuk kategori motivasi belajar tinggi dengan nilai 77,6 - 86,6 sebanyak 10 siswa (32,3%), jumlah siswa kategori motivasi belajar sedang dengan nilai 68,5 - 77,5 sebanyak 21 siswa (67,7%), dan tidak ada siswa (0%) dengan kategori motivasi belajar rendah dengan nilai 59,4 - 68,4; (2) penerapan accelerated learning dengan pendekatan SAVI dapat meningkatkan hasil belajar siswa sehingga jumlah siswa yang memperoleh nilai hasil belajar di atas KKM sebanyak 28 siswa (90,3%), sedangkan siswa dengan nilai hasil belajar di bawah KKM berjumlah 3 siswa ( 9,7%). APPLICATION OF ACCELERATED LEARNING WITH SAVI APPROACH TO IMPROVE MOTIVATION AND LEARNING RESULTS COMPETENCY DRAWING FASHIONAbstractThis study aims to improve the learning motivation and learning outcomes at fashion drawing competence by applying the accelerated learning SAVI (Somatic, Auditory, Visual, Intellectual) approach. This research consisted of three cycles, each of which consisted of two meetings. The research activities included planning, action, observation and reflection. The data on learning motivation and learning outcomes were analyzed using descriptive statistics technique.The results show that: (1) the application of accelerated learning using the SAVI approach can increase students’motivation so that the number of students who fall into the category of high learning motivation with scores 77.6 - 86.6 reaches 10 students (32.3%), the number of the students in the medium category of learning motivation with the scores of 68.5 - 77.5 reaches 21 students (67.7%), and no student (0%) falls in the low learning motivation category with scores of 59.4 - 68.4; (2) the application of accelerated learning using the SAVI approach can improve students’learning outcomes so that the number of students who can obtain the score of the learning outcomes above KKM is 28 students (90.3%), while the number of those with learning outcomes under the KKM is three students (9.7%).

scholarly journals PENERAPAN MODEL STAD BERBANTU MEDIA SAC UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR PESERTA DIDIK

2021 ◽  
Vol 1 (2) ◽  
pp. 116-122
Author(s):  
SRI PUJIASTUTI
Keyword(s):  
Economic Growth ◽  
Learning Outcomes ◽  
Mobile Learning ◽  
Growth And Development ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Motivation ◽  
High Learning ◽  
Economic Growth And Development ◽  
Motivation And Learning

This study aims to describe the application of the STAD model assisted by SAC media on the material of economic growth and development in an effort to increase students' motivation and learning outcomes. The subjects of this study were students of class XI.MIPA SMA Negeri 3 Pemalang, totaling 36 students including 13 males and 23 females. This type of research is classroom action research. The results showed that the learning motivation of students in the first cycle of 59.95% while the second cycle of learning motivation increased by 81.10%. The increase in students' motivation is influenced by the use of the STAD learning model which is assisted by SAC-based mobile learning media. While the average learning outcomes of students have increased from 69.72 or 75% have reached the KKM and 25% have not reached the KKM in the first cycle to 84.31 or 86.11% have reached the KKM and 13.89% have not reached the KKM in the first cycle. cycle II with the standard KKM value that has been determined is 70. Changes in student learning outcomes that have increased are influenced by the use of the STAD learning model assisted by SAC-based mobile learning media which affects the high learning motivation of students. Thus, it can be concluded that the application of the STAD model assisted by SAC can increase motivation and learning outcomes in the material on economic growth and development in class XI.MIPA1 at SMA Negeri 3 Pemalang. ABSTRAKPenelitian ini bertujuan untuk mendeskripsikan penerapan model STAD berbantu media SAC pada materi pertumbuhan dan pembangunan ekonomi dalam upaya meningkatkan motivasi dan hasil belajar peserta didik . Subjek penelitian ini adalah peserta didik kelas XI.MIPA SMA Negeri 3 Pemalang, yang berjumlah 36 peserta didik diantaranya 13 laki-laki dan 23 perempuan. Jenis penelitian ini adalah penelitian Tindakan kelas. Hasil penelitian menunjukkan bahwa motivasi belajar peserta didik pada siklus I sebesar 59,95% sedangkan siklus II motivasi belajar meningkat sebesar 81,10%. Peningkatan motivasi peserta didik dipengaruhi oleh penggunaan model pembelajaran STAD yang berbantu media pembelajaran mobile berbasis SAC. Sedangkan hasil belajar rata-rata peserta didik terjadi peningkatan dari 69,72 atau 75% sudah mencapai KKM dan 25% belum mencapai KKM pada siklus I menjadi 84,31 atau 86,11% sudah mencapai KKM dan 13,89% belum memcapai KKM pada siklus II dengan standar nilai KKM yang sudah ditentukan yaitu 70. Perubahan hasil belajar peserta didik yang mengalami peningkatan dipengaruhi oleh penggunaan model pembelajaran STAD berbantu media pembelajaran mobile berbasis SAC yang mempengaruhi motivasi belajar yang tinggi dari peserta didik. Dengan demikian dapat disimpulkan bahwa penerapan model STAD berbantu SAC dapat meningkatkan motivasi dan hasil belajar pada materi pertumbuhan dan pembanggunan ekonomi pada kelas XI.MIPA1 di SMA Negeri 3 Pemalang.

scholarly journals Model Pembelajaran PBL Dipadu Strategi NHT Untuk Memotivasi dan Meningkatkan Hasil Belajar Peserta Didik

2020 ◽  
Vol 3 (2) ◽  
pp. 109
Author(s):  
Hardianti Hardianti ◽  
Jimmi Copriady ◽  
Sri Haryati
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Motivation ◽  
Homogeneity Test ◽  
Strong Positive Correlation ◽  
Average Similarity ◽  
The Subject ◽  
Test Use ◽  
Motivation And Learning ◽  
Relationship Of

This study aims to increase learning motivation and results student learning through the application of the PBL learning model combined with the NHT strategy on the subject of stoichiometry at MAN 1 Pekanbaru. The population in this study is all students of class X MIA, amounting to four classes. Normality test use Liliefors test which aims to see whether the data used have a normal distribution and homogeneity test using the variance similarity test and test average similarity which aims to see whether the sample used is already homogeneous. Sampling is done by the cluster random sampling method obtained by two classes namely class X MIA 1 as a control class and class X MIA 4 as an experimental class. The results of testing the hypothesis using the t-test showed that there are significant differences between the control class and the experimental class on learning motivation and learning outcomes. Where is learning motivation and results learning experimental class students higher than students in the class control. Determination of the relationship of learning motivation to student learning outcomes done with a person correlation test that shows the existence of a relationship between learning motivation towards learning outcomes of students in the class applied PBL learning models combined NHT strategies on the subject of stoichiometry at MAN 1 Pekanbaru with a strong positive correlation category.

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