scholarly journals HUBUNGAN MEDIA PEMBELAJARAN KOMIK DENGAN MOTIVASI BELAJAR SISWA KELAS VII PADA MATERI SISTEM ORGANISASI KEHIDUPAN

2018 ◽  
Vol 4 (1) ◽  
pp. 9-13
Author(s):  
Nur Afifah ◽  
Kurratul Aini ◽  
Muhammad Isnaini
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Sampling Technique ◽  
Strong Relationship ◽  
Learning Motivation ◽  
Coefficient Of Determination ◽  
Organizational Life ◽  
Interesting Learning ◽  
Research Type ◽  
Cluster Random Sampling

This study aims to find out the correlation of comic learning media with the students' learning motivation VII class in organizational life system materials. This research type is quantitative and research method of pre-experiment. Sampling technique is with cluster random sampling. Data collection was done by observation and using questionnaire. The results showed there was a positive and significant correlation between comic learning media with student learning motivation on organizational life system in VII class with correlation value 0,876. This value is categorized into a strong relationship with a significant value of 10,099. The result of coefficient of determination is 76,7% and the rest 23,3% influenced by other factor outside research variable. Based on this, it can be seen that the comic learning media can foster student learning motivation during the learning process in the classroom. Students interested in comic media are influenced by the visual factors of the comic media itself both in terms of design, appearance, material and images that support each other so that students are interested and happy to read back or review materials that have been taught in the classroom. Interesting learning process can foster students' learning motivation in the classroom where the learning media is a tool that can help the learning process more interesting.

scholarly journals Contribution of Academic Self-Concept and Parental Social Support to Learning motivation

2021 ◽  
Vol 2 (1) ◽  
pp. 94-99
Author(s):  
Ayunil Ummi ◽  
Sufyarma Marsidin ◽  
Mudjiran Mudjiran
Keyword(s):  
Social Support ◽  
Student Learning ◽  
Student Motivation ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Self Concept ◽  
Guidance And Counseling ◽  
Service Programs ◽  
Study Population ◽  
Cluster Random Sampling

Contribution of academic self-concept and parental social support to learning motivation. This research is motivated by the low student motivation. Academic self-concept and parental social support are thought to have an effect on student motivation. This study aims to describe: (1) academic self-concept, (2) parental social support, (3) student learning motivation, (4) Contribution of academic self-concept to student learning motivation, (5) contribution of parental social support to student learning motivation , and (6) the contribution of academic self-concept and parents' social support together on learning motivation. This research uses a descriptive correlational quantitative method. The study population was students of class X and XI at SMKN 6 Padang, totaling 983 students, a sample of 284 students, who were selected by using cluster random sampling technique. The results of this study indicate that academic self-concept and parental social support together have a significant effect on learning motivation at SMKN 6 Padang by 64.5%. The implications of the results of this study can be used as a needs analysis in making Guidance and Counseling service programs at SMKN 6 Padang.

scholarly journals The Relationship of Student Learning Motivation Against Student Learning Independence on Dynamic Electric Material

2021 ◽  
Vol 8 (3) ◽  
pp. 203
Author(s):  
Dina Fajrin ◽  
Dwi Fajar Saputri ◽  
Ira Nofita Sari
Keyword(s):  
Student Learning ◽  
Student Motivation ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Descriptive Statistics ◽  
Learning Motivation ◽  
Coefficient Of Determination ◽  
Analysis Technique ◽  
Relationship Of ◽  
The Relationship

This study analyses the relationship between student' learning motivation and student learning independence on dynamic electrical material in class IX SMP Negeri 7 Sungai Raya. The research method used is descriptive, with a correlative form of research. The population is 117 student from all grade IX students of SMP Negeri 7 Sungai Raya, the sample used in this study was 89 students. The sampling technique uses simple random sampling. Values used for independent and bound variables use a questionnaire. The Values analysis technique used is descriptive statistics and correlations with the coefficient of determination at a significant level of 5%. The result of research found that (1) student motivation in class IX SMP Negeri 7 Sungai Raya in the good category; (2) the independence of student learning was in a good category;  and (3) there was a positive and significant relationship between student motivation on student learning independence. So it can be concluded that the greater the student's learning motivation, the greater their learning independence.

PENGARUH SARANA BELAJAR DAN MOTIVASI BELAJAR TERHADAP KEMANDIRIAN BELAJAR MAHASISWA (Studi Empirical Pada Mahasiswa Beasiswa Bidikmisi UPBJJ-UT Ternate)

2018 ◽  
Vol 19 (2) ◽  
pp. 68
Author(s):  
Raden Sudarwo ◽  
Yusuf Yusuf ◽  
Anfas Anfas
Keyword(s):  
Student Learning ◽  
Significant Influence ◽  
Sense Of Self ◽  
Regression Equation ◽  
Learning Motivation ◽  
Coefficient Of Determination ◽  
Learning Tools ◽  
Constant Number ◽  
Self Sufficiency ◽  
Student Independence

This study aims to determine the influence of learning facilities and student learning motivation towards the independence of student learning. The result of the research shows that there is positive and significant influence of learning tool (X1) on learning independence (Y). It is obtained by tvalue (2,159) with p = 0,034 <0,05 and ttable at 5% significant level with df = 78 equal to 1,991. There is a positive and significant influence of learning motivation (X2) on learning independence (Y). It is obtained tvalue (7,858) with p = 0,000 <0,05 and ttable at 5% significant level with df = 78 equal to 1,991. There is a positive and significant influence of learning facilities (X1) and learning motivation (X2) simultaneously to the independence of learning (Y). This shows the coefficient of double correlation RY (1,2) = 0,746 and R² = 0,557 and price Fvalue equal to 48,980 with p = 0,000 <0,05 and Ftable = 3,11 at 5% significant level. Coefficient value X1 = 0,186 and X2 = 0,647, constant number equal to 8,650 so that can be made regression equation Y = 8,650 + 0,186X1 + 0,647X2. The higher the learning means (X1) and the learning motivation (X2), the higher the learning independence (Y). Coefficient of Determination is R² of 0,557. Means 55,7% learning independence is explained by learning tools and learning motivation. Meanwhile, 44,3% is explained by other factors not discussed in this study. The study concludes that partially, learning facilities and student learning motivation has a positive and significant effect on student independence (self-sufficiency) in learning.  In addition, both learning facility and motivation have a positive and significant effect on student learning independence or sense of self-sufficiency. Penelitian ini bertujuan untuk mengetahui pengaruh fasilitas belajar dan motivasi belajar siswa terhadap kemandirian belajar siswa. Hasil penelitian menunjukkan bahwa ada pengaruh yang positif dan signifikan sanara belajar (X1) terhadap kemandirian belajar (Y). Hal ini diperoleh dengan nilai thitung (2,159) dengan p = 0,034 <0,05 dan ttabel pada 5% tingkat signifikan dengan df = 78 sama dengan 1,991. Ada pengaruh positif dan signifikan motivasi belajar (X2) pada kemandirian belajar (Y). Diperoleh nilai thitung (7,858) dengan p = 0,000 <0,05 dan ttabel pada taraf signifikan 5% dengan df = 78 sebesar 1,991. Ada pengaruh yang positif dan signifikan dari fasilitas belajar (X1) dan motivasi belajar (X2) secara bersamaan terhadap kemandirian belajar (Y). Hal ini menunjukkan koefisien korelasi ganda RY (1,2) = 0,746 dan R² = 0,557 dan harga Fhitung sebesar 48,980 dengan p = 0,000 <0,05 dan Ftabel = 3,11 pada taraf signifikan 5%. Nilai koefisien X1 = 0,186 dan X2 = 0,647, bilangan konstan sebesar 8,650 sehingga dapat dibuat persamaan regresi Y = 8,650 + 0,186X1 + 0,647X2. Semakin tinggi nilai sarana belajar (X1) dan motivasi belajar (X2), semakin tinggi kemandirian belajar (Y). Koefisien Determinasi adalah R² 0,557. Berarti 55,7% kemandirian belajar dijelaskan oleh alat belajar dan motivasi belajar. Sementara itu, 44,3% dijelaskan oleh faktor-faktor lain yang tidak dibahas dalam penelitian ini. Penelitian ini menyimpulkan bahwa secara parsial, baik ketersediaan sarana prasaran belajar dan motivasi berpengaruh positif dan signifikan pada kemandirian mahasiswa, dari dari kedua variable tersebut motivasi mempunyai pengaruh lebih besar. Secara simultan ketersediaan sarana prasarana dalam belajar dan pembelajaran, serta motivasi berpengaruh positif terhadap kemandirian belajar.

scholarly journals Pengaruh Model Pembelajaran Problem Solving Terhadap Kompetensi Belajar IPA Peserta Didik Kelas VIII SMP Negeri 13 Padang

2018 ◽  
Vol 2 (1) ◽  
pp. 25 ◽  
Author(s):  
Sarah Sarah ◽  
Lufri Lufri ◽  
Ramadhan Sumarmin
Keyword(s):  
Problem Solving ◽  
Student Learning ◽  
Learning Process ◽  
Hypothesis Test ◽  
Sampling Technique ◽  
Learning Model ◽  
Skill Assessment ◽  
Learning Models ◽  
Class Viii ◽  
Learning Competence

The low learning outcomes of students are caused by several problems encountered during the learning process, such as IPA learning process still used teacher centered and lecturing methode. The result of student learning competence still low result and the teacher hasn�t yet used learning models can make student will be active. One effort was made to improve students learning competence by applying problem solving learning models. This study aims to determine the effect of the use of problem solving, learning model to the students' learning competence SMP 13 Padang. This study is an experimental research using the design of The Static Group Comparison. The study population is all students of Class VIII SMPN 13 Padang. Sampling using purposive sampling technique. The control class uses the learning model commonly used in the classroom IE discovery learning model and experimental class using a problem solving learning model. The research instrument used is a test of learning result and affective and skill assessment in the form of observation sheet. Data were analyzed using t-test for knowledge, competence because the data were normally distributed and homogeneously. Data were analyzed using up-test for affective and skill competence.Result of hypothesis test in both classes of sample, found that class which uses problem solving, learning model have positive effect of student learning competence of Class VIII 6 SMPN 13 Padang such as knowledge, affective and skill competence

scholarly journals Persepsi Mahasiswa tentang Gaya Mengajar Dosen dan Fasilitas Belajar Terhadap Motivasi Belajar Mahasiswa Program Sudi Pendidikan Ekonomi STKIP PGRI Sumatera Barat

2018 ◽  
Vol 8 (2) ◽  
pp. 113
Author(s):  
Sri Wahyuni
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Teaching Styles ◽  
Economic Education ◽  
Learning Motivation ◽  
Economics Education ◽  
Faculty Teaching ◽  
West Sumatra ◽  
Teaching Faculty ◽  
Education Courses

This study aims to identify and analyze: 1) the perception of students about the style of teaching faculty to student learning motivation Economic Education STKIP PGRI West Sumatra. 2) To determine the motivation of learning facilities for students studying economics education courses STKIP PGRI West Sumatra 3) To Know students' perceptions on faculty teaching styles and learning facilities jointly influence on student learning motivation STKIP PGRI West Sumatra. This study was conducted In economics education courses STKIP PGRI West Sumatra In force 2012. The population in this study as many as 270 people, while the sample in this study as many as 161 people. Results of the study found that: 1) The perception of students about the style of teaching faculty partial effect on learning motivation students education courses economy STKIP PGRI West Sumatra with a coefficient of 0.027 2) Learning Facilities berpengararuh partially on motivation to learn Students STKIP PGRI West Sumatra, with the coefficient of 0.042 3) The perception of students on faculty teaching styles and learning facilities simultaneous effect on student learning motivation STKIP PGRI West Sumatra calculated F value of 1.006. From the results of this study are expected to pay more attention to the style of teaching faculty in the process of learning so that the learning process takes place better interaction with the students so as to increase the motivation of students in the learning process, and the campus can improve campus facilities in supporting the learning process.

scholarly journals The Effectiveness of Experimental Method in Teaching Motion Topic at Senior High School Level

2020 ◽  
Vol 8 (1) ◽  
pp. 33-42
Author(s):  
Riskawati R ◽  
Dewi Hikmah Marisda
Keyword(s):  
Experimental Method ◽  
Learning Outcomes ◽  
Learning Process ◽  
Random Sampling ◽  
Control Design ◽  
Sampling Technique ◽  
School Level ◽  
High School Level ◽  
Physics Learning ◽  
Cluster Random Sampling

Experimentation is one of the learning process activities that is very instrumental in increasing the success of the teaching and learning process, especially in science subjects. Learning methods with practicum can be used as alternative learning that can encourage students to learn independently and actively so that they can reconstruct their learning outcomes. This study aims to determine the effect of the experimental method on student physics learning outcomes. The type of research used is true experimental research with posttest only control design. The population in this study were students of X-MIA 9 grade at SMA Negeri 9 Makassar. Samples were taken by cluster random sampling technique, obtained X-MIA 9 as the experimental class 1 and X-MIA 6 as the control class, with each consisting of 28 students. Learning outcomes obtained by students 'physics show a comparison of the scores of students' physics learning outcomes taught by using the dominant experimental method in the medium category while the results of the physics learning outcomes for students taught by using the discussion method as conventional learning dominant are in the low category. Based on the results of the study it can be concluded that learning by using the experimental method can affect students' physics learning outcomes..Keywords: Experimental Method, Physics Learning OutcomesEksperimen merupakan salah satu kegiatan proses pembelajaran yang sangat berperan dalam meningkatkan keberhasilan proses belajar mengajar khususnya dalam mata pelajaran sains. Metode pembelajaran dengan praktikum dapat digunakan sebagai alternatif pembelajaran yang dapat mendorong peserta didik untuk belajar mandiri dan aktif sehingga dapat merekonstruksi hasil belajarnya. Penelitian ini bertujuan untuk mengetahui pengaruh metode eksperimen terhadap hasil belajar fisika peserta didik. Jenis penelitian yang digunakan yaitu penelitian true eksperimen dengan desain posttest only control design. Populasi dalam penelitian ini adalah siswa kelas X-MIA 9 SMA Negeri 9 Makassar. Sampel diambil dengan teknik cluster random sampling, diperoleh X-MIA 9 sebagai kelas eksperimen 1 dan X-MIA 6 sebagai kelas kontrol, dengan masing-masing terdiri dari 28 peserta didik. Hasil belajar yang diperoleh fisika peserta didik memperlihatkan perbandingan skor hasil belajar fisika peserta didik yang diajar dengan menggunakan metode eksperimen dominan berada pada kategori sedang sedangkan hasil skor hasil belajar fisika peserta didik yang diajar dengan menggunakan metode diskusi sebagai pembelajaran konvensional dominan berada pada kategori rendah. Berdasarkan hasil penelitian dapat disimpulkan bahwa pembelajaran dengan menggunakan metode eksperimen dapat mempengaruhi hasil belajar fisika peserta didik.Kata kunci: Metode Eksperimen, Hasil Belajar Fisika

scholarly journals The Influence of Scramble Learning Models and Motivation Learning on the Results of Citizension Education Class V SD Students State 101766 Bandar Setia

2021 ◽  
Vol 4 (1) ◽  
pp. 288-304
Author(s):  
Dewi Lestari ◽  
Reh Bungana ◽  
Siman Siman
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Motivation ◽  
High Learning ◽  
Quasi Experimental

Teachers have a duty to encourage, guide and provide learning facilities to achieve goals. Teachers have a responsibility to see everything that happens in the classroom to help student development. Teachers must be able to carry out their duties properly by first having to understand carefully the matters relating to the teaching and learning process, because the success of the learning process is supported by the ability of the teacher to develop and generate activeness and students in the learning process. The research method used is the Quasi Experiment (Quasi Experimental Method) with the research design as the basis for the implementation of the research is to distinguish the influence of the Inquiry method and the effect of conventional methods on learning outcomes of Citizenship Education in terms of high learning motivation and low learning motivation where the treatment class is class Va student and Vb class. The following is presented sequentially descriptive data regarding: (1) Civics learning outcomes students are taught using scramble learning model, (2) Civics student learning outcomes are taught using the expository model, (3) Civics student learning outcomes have high learning motivation, (4) Civics student learning outcomes have motivation to learn low, (5)Civics learning outcomes of students who have high learning motivation are taught with the Scramble learning model, (6) Civics learning outcomes of students who have low learning motivation are taught with the Scramble learning model, (7) Civics learning outcomes of students who have high learning motivation are taught using the expository learning model, (8) Civics learning outcomes of students who have low learning motivation are taught using the expository learning model.

scholarly journals HAKEKAT KEMANUSIAAN DAN PENGEMBANGANNYA DALAM PENDIDIKAN ISLAM

2016 ◽  
Vol 1 (02) ◽  
pp. 123
Author(s):  
Ida Umami
Keyword(s):  
High School ◽  
Learning Process ◽  
Random Sampling ◽  
Quantitative Method ◽  
Sampling Technique ◽  
T Test ◽  
Opinion Score ◽  
Teachers And Students ◽  
Different Response ◽  
Cluster Random Sampling

              This research generally aims to get brief description of teachers’ understanding aboutnstudents and its implication in learning process. Specifically, the purpose of this research are to get description about: 1) teachers understanding about students and its defferences among variables, 2) the implementation of high touch unsure in learning process according  to teachers’ and students and defferences among them, 3) the contribution of teachers, understanding about student toward high touch applied in learning process and, the different response between teachers and students about high touch  implementation. This research is conducted by descriptive quantitative method.  The population is all teachers and students at senior high school in Padang. Samples are taken by using stratified cluster random sampling technique. The percentage, correlation and t test. The results of this research reveal that: 1) everall, teachers understanding is in middle category, so is with the implementation toward learning process, 2) five observable variables about the nature of man are valid and can be used to explain teachers’ understanding about the nature of man as laten variable, and six observable variables  about high touch  implementation as implication of teachers’ understanding about student in learning process.  Therefore, teachers understanding about student  has positive and significant correlation with implementation  of teachers’ understanding about nature of man toward learning process trough high touch  implementation, and 3) teachers’ opinion about high touch implementation as implication of teachers’ understanding toward learning process differ significantly with students’ opinion. In general, teachers’ opinion score is higher compared with student’s opinion score

scholarly journals PENGARUH SARANA BELAJAR DAN MOTIVASI BELAJAR TERHADAP KEMANDIRIAN BELAJAR MAHASISWA (Studi Empirical Pada Mahasiswa Beasiswa Bidikmisi UPBJJ-UT Ternate)

2018 ◽  
Vol 19 (2) ◽  
pp. 68-83
Author(s):  
Raden Sudarwo ◽  
Yusuf Yusuf ◽  
Anfas Anfas
Keyword(s):  
Student Learning ◽  
Significant Influence ◽  
Sense Of Self ◽  
Regression Equation ◽  
Learning Motivation ◽  
Coefficient Of Determination ◽  
Learning Tools ◽  
Constant Number ◽  
Self Sufficiency ◽  
Student Independence

This study aims to determine the influence of learning facilities and student learning motivation towards the independence of student learning. The result of the research shows that there is positive and significant influence of learning tool (X1) on learning independence (Y). It is obtained by tvalue (2,159) with p = 0,034 <0,05 and ttable at 5% significant level with df = 78 equal to 1,991. There is a positive and significant influence of learning motivation (X2) on learning independence (Y). It is obtained tvalue (7,858) with p = 0,000 <0,05 and ttable at 5% significant level with df = 78 equal to 1,991. There is a positive and significant influence of learning facilities (X1) and learning motivation (X2) simultaneously to the independence of learning (Y). This shows the coefficient of double correlation RY (1,2) = 0,746 and R² = 0,557 and price Fvalue equal to 48,980 with p = 0,000 <0,05 and Ftable = 3,11 at 5% significant level. Coefficient value X1 = 0,186 and X2 = 0,647, constant number equal to 8,650 so that can be made regression equation Y = 8,650 + 0,186X1 + 0,647X2. The higher the learning means (X1) and the learning motivation (X2), the higher the learning independence (Y). Coefficient of Determination is R² of 0,557. Means 55,7% learning independence is explained by learning tools and learning motivation. Meanwhile, 44,3% is explained by other factors not discussed in this study. The study concludes that partially, learning facilities and student learning motivation has a positive and significant effect on student independence (self-sufficiency) in learning.  In addition, both learning facility and motivation have a positive and significant effect on student learning independence or sense of self-sufficiency.   Penelitian ini bertujuan untuk mengetahui pengaruh fasilitas belajar dan motivasi belajar siswa terhadap kemandirian belajar siswa. Hasil penelitian menunjukkan bahwa ada pengaruh yang positif dan signifikan sanara belajar (X1) terhadap kemandirian belajar (Y). Hal ini diperoleh dengan nilai thitung (2,159) dengan p = 0,034 <0,05 dan ttabel pada 5% tingkat signifikan dengan df = 78 sama dengan 1,991. Ada pengaruh positif dan signifikan motivasi belajar (X2) pada kemandirian belajar (Y). Diperoleh nilai thitung (7,858) dengan p = 0,000 <0,05 dan ttabel pada taraf signifikan 5% dengan df = 78 sebesar 1,991. Ada pengaruh yang positif dan signifikan dari fasilitas belajar (X1) dan motivasi belajar (X2) secara bersamaan terhadap kemandirian belajar (Y). Hal ini menunjukkan koefisien korelasi ganda RY (1,2) = 0,746 dan R² = 0,557 dan harga Fhitung sebesar 48,980 dengan p = 0,000 <0,05 dan Ftabel = 3,11 pada taraf signifikan 5%. Nilai koefisien X1 = 0,186 dan X2 = 0,647, bilangan konstan sebesar 8,650 sehingga dapat dibuat persamaan regresi Y = 8,650 + 0,186X1 + 0,647X2. Semakin tinggi nilai sarana belajar (X1) dan motivasi belajar (X2), semakin tinggi kemandirian belajar (Y). Koefisien Determinasi adalah R² 0,557. Berarti 55,7% kemandirian belajar dijelaskan oleh alat belajar dan motivasi belajar. Sementara itu, 44,3% dijelaskan oleh faktor-faktor lain yang tidak dibahas dalam penelitian ini. Penelitian ini menyimpulkan bahwa secara parsial, baik ketersediaan sarana prasaran belajar dan motivasi berpengaruh positif dan signifikan pada kemandirian mahasiswa, dari dari kedua variable tersebut motivasi mempunyai pengaruh lebih besar. Secara simultan ketersediaan sarana prasarana dalam belajar dan pembelajaran, serta motivasi berpengaruh positif terhadap kemandirian belajar.

scholarly journals Pengaruh Penggunaan Power Point Berbasis Animasi terhadap Hasil Belajar Siswa pada Materi Dimensi Tiga

2020 ◽  
Vol 1 (2) ◽  
pp. 75-82
Author(s):  
Salmun K. Nasib ◽  
Abas Kaluku ◽  
Abdul Wahab Abdullah
Keyword(s):  
Data Analysis ◽  
Experimental Design ◽  
Student Learning ◽  
Learning Outcomes ◽  
Descriptive Analysis ◽  
Three Dimensional ◽  
Sampling Technique ◽  
Student Learning Outcomes ◽  
Power Point ◽  
Cluster Random Sampling

This article discusses the use of PowerPoint animation in learning with the aim of knowing the differences in learning outcomes of students whose learning uses power points and without using power points in three-dimensional topics. The method used is an experimental design with a True Experimental Design, namely Posttest-Only Design. The sampling technique used cluster random sampling. Student learning outcomes data were obtained through the learning outcome test instrument in the form of essays. Data analysis using descriptive analysis techniques and inferential data analysis. Hypothesis testing using a parametric analysis t-test. The results of the analysis show that the average learning outcomes of students who are taught using power points are higher than those of students taught conventionally. One of the factors that support the improvement of student learning outcomes is a learning approach to geometric shapes that involves interesting visualization. Interesting visualization makes students not just imagine something abstract but can directly observe the object being studied.

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