Influence of Media Education, Discipline and Family Environment on Student Learning Motivation

2019 ◽  
Author(s):  
Annisa Nabila ◽  
Osly Usman
Keyword(s):  
Student Learning ◽  
Family Environment ◽  
Learning Motivation ◽  
Media Education

scholarly journals Pengaruh Lingkungan Keluarga, Penguatan Guru dan Motivasi Belajar Terhadap Hasil belajar Siswa Mata Pelajaran Dasar-Dasar Perbankan Kelas X Akuntansi di SMK Negeri Keahlian Bisnis Manajemen Kota Padang

2020 ◽  
Vol 5 (01) ◽  
pp. 89-103
Author(s):  
Ismeirita Ismeirita
Keyword(s):  
High School ◽  
Student Learning ◽  
Learning Outcomes ◽  
Family Environment ◽  
Research Result ◽  
Sampling Technique ◽  
First Grade ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Vocational High School

This study aims to reveal the Influence of Family Environment, Strengthening Teacher and Motivation of Learning for Student Learning Outcomes on The Basics of Banking in First Grade of Padang Accounting Vocational High School. This research was descriptive associative. The sample of 165 people and the sampling technique was proportional random sampling study. The questionnaire was used as data collection techniques. Data analysis technique used was descriptive analysis and path analysis. To test the hypothesis used t test. The results of this study indicate that (1) the family environment has a positive effect and significant to student learning outcomes. (2) Teacher strengthening has a positive and significant impact on student learning outcomes. (3) Motivation learning has a positive and significant effect on student learning outcomes. (4) Family environment have a positive and significant effect on learning motivation as well as on learning result students. (5) Teacher strengthening is influential positive and significant motivation to learning outcomes of business management vocational high school. Based on the research result suggested to the principal to provide counseling teachers to get used to giving positive reinforcements to students who can trigger student learning motivation. Parents are expected to creat a conducive family culture in the framework of supporting the spirit of learning motivation students. By paying attention to the child progress in learning and discipline.

scholarly journals Analysis of Factors Affecting Student Learning Achievement of Social Sciences Subjects in Muhammadiyah Middle School Rokan Hulu Regency

2020 ◽  
Vol 4 (3) ◽  
pp. 529
Author(s):  
Reni Efriza ◽  
Caska Caska ◽  
Makhdalena Makhdalena
Keyword(s):  
Social Sciences ◽  
Middle School ◽  
Student Learning ◽  
Family Environment ◽  
Indirect Effect ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Learning Achievement ◽  
Total Influence ◽  
Effective Contribution

The Social Sciences subject examination score in Muhammadiyah Rambah Middle School is still below the average. This phenomenon is inseparable from the low student achievement. This study aims to analyze the factors that influence student learning achievement. This type of research was quantitative research. The population in this study was VII grade students of SMP Muhammadiyah Rambah which was conducted in the even semester of the 2018/2019 school year. The sample was carried out using proportional random sampling technique with 76 respondents. Data collection using a questionnaire with a Likert scale and then the data were analyzed by path analysis. The results of the analysis show that learning discipline has an indirect effect on learning achievement through learning motivation of 0.0897, with a total influence is 0.351 with an effective contribution of 12.29%. The family environment has an indirect effect on learning achievement through learning motivation of 0.1054, with a total influence of 0.354 with an effective contribution of 12.56%. This shows that learning achievement can be improved if the quality of learning discipline, family environment and student motivation are improved.

scholarly journals UPAYA MENINGKATKAN MOTIVASI BELAJAR SISWA MELALUI KERJASAMA ORANG TUA DAN GURU BK DI MAN BATAM THE EFFORT OF IMPROVING STUDENT LEARNING MOTIVATION THROUGH THE COOPERATION OF PARENTS AND TEACHERS BK IN MAN BATAM.

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Tamama Rofiqah ◽  
Sasmita S
Keyword(s):  
Student Learning ◽  
Family Environment ◽  
Student Motivation ◽  
School Environment ◽  
Learning Motivation ◽  
Counseling Services ◽  
Motivation To Learn ◽  
Individual Counseling ◽  
Social And Emotional ◽  
Improving Student Learning

Abstract Motivation to learn is a non-intellectual psychic factor, which has a distinctive role in growing passion, pleasure, and passion for learning. One of the important things to be considered in improving students' learning motivation is the condition of student environment both family environment and school environment. Because the environment gives influence to the development of students both social and emotional. This study aims to determine the effort to improve student learning motivation through the cooperation of parents and teachers BK in MAN Batam.The research method is descriptive qualitative. Data collection techniques used through interviews and observation.After obtained data then analyzed with data reduction stage, data presentation and conclusion.Based on the results of the study found that the cooperation of parents and teachers BK in MAN Batam in improving student learning motivation has not been implemented maximally. Cooperation that exists more directed to strengthening their respective roles. In improving student motivation, BK teachers seek: providing information services, providing rewards, providing individual counseling services. While the efforts made by parents is to know the motivation to learn children and create an atmosphere of familiar and harmonious at home. Keywords: student motivation, parent cooperation and BK teacher AbstrakMotivasi belajar adalah faktor psikis yang bersifat non intelektual, yang memiliki peran khas dalam menumbuhkan gairah, rasa senang, dan semangat untuk belajar.Salah satu hal penting untuk diperhatikan dalam meningkatkan motivasi belajar siswa adalah kondisi lingkungan siswa baik lingkungan keluarga maupun lingkungan sekolah.Karena lingkungan memberikan pengaruh terhadap perkembangan siswa baik secara social maupun emosional.Penelitian ini bertujuan untuk mengetahui upaya meningkatkan motivasi belajar siswa melalui kerjasama orang tua dan guru BK di MAN Batam. Metode penelitian adalah deskriptif kualitatif.Teknik pengumpulan data yang digunakan melalui wawancara dan observasi.Setelah diperoleh data kemudian dianalisis dengan tahapan reduksi data, penyajian data dan penarikan kesimpulan.Berdasarkan hasil penelitian ditemukan bahwa kerjasama orang tua dan guru BK di MAN Batam dalam meningkatkan motivasi belajar siswa belum terlaksana secara maksimal.Kerjasama yang terjalin lebih mengarah kepada penguatan peran masing-masing. Dalam meningkatkan motivasi siswa, guru BK mengupayakan: pemberian layanan informasi, memberikan reward, pemberian layanan konseling perorangan. Sedangkan upaya yang dilakukan orang tua adalah mengenal motivasi belajar anak serta menciptakan suasana akrab dan harmonis di rumah. Kata kunci: motivasi siswa, kerjasama orang tua dan guru BK

The Effect of Jigsaw Methode and Motivation on Students’ of Learning Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 20-30
Author(s):  
Yunita Yunita ◽  
Hidayat Hidayat ◽  
Harun Sitompul
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Learning Approaches ◽  
High Learning ◽  
Average Value ◽  
The Difference ◽  
Low Motivation

This study aims to: (1) investigate the effect of Jigsaw cooperative learning on students learning outcomes; (2) find the difference in learning outcomes between high and low learning motivation and (3) find the interaction between learning approaches and learning motivation towards learning outcomes. The population of the study is students of grade IVa, IVb, IVc at SD Kasih Ibu Patumbak and the sample in this study is grade IVa with 35 students and grade IVb with 35 students. The results show that: (1) the average student learning outcomes of jigsaw cooperative learning is 28.40 while conventional is 24.14. Thus, students learning outcomes that get cooperative learning of jigsaw type are higher than conventional learning, (2) Students who have high motivation get an average value = 30.74, while low motivation is 22.72. Thus, it can be concluded that there are differences in student learning outcomes having high learning motivation and low learning motivation, and (3) students learning outcomes  taught by jigsaw cooperative learning are high learning motivation groups (32.94), and low learning motivation groups (24.58), while students taught with conventional learning are high learning motivation groups (28.40 ), and low motivation groups (20,95). Thus, there is no interaction between learning approaches and learning motivation towards learning outcomes.

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.

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