The Effect of Discipline Learning, Family Environment, and Learning Motivation on Learning Achievements Introduction Administration

2019 ◽  
Author(s):  
Tri Melda Yani ◽  
Osly Usman
Keyword(s):  
Family Environment ◽  
Learning Motivation

scholarly journals Pengaruh Pembelajaran Daring Masa Pandemi Covid-19 terhadap Motivasi Belajar Peserta Didik pada Mata Pelajaran Pendidikan Agama Islam

Jurnal Qiroah ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 1-14
Author(s):  
Kholifatul Azizah ◽  
Ahmad Haromaini ◽  
Sugih Suryagalih
Keyword(s):  
Online Learning ◽  
Data Analysis ◽  
Religious Education ◽  
Family Environment ◽  
Random Sampling ◽  
Research Method ◽  
Learning Motivation ◽  
Systematic Random Sampling ◽  
9Th Grade ◽  
Descriptive Method

This research was conducted with the aim to be achieved, namely to find out how much influence online learning has on the learning motivation of 8th and 9th grade students in Islamic religious education subjects at SMP Plus Al-Ijtihad 2 Kutabaru, Pasar Kemis Subdistrict, Tangerang Regency. The research method used is a descriptive method with a quantitative approach. A method that describes a phenomenon in the field with a data analysis approach. The instrument in this study is to use a questionnaire (questionnaire) and interviews as a source of data. And the sample used in the study used systematic random sampling. Respondents of this study amounted to 54 students. Based on the results of data processing and discussion that the effect of online learning on the motivation of students in Islamic religious education subjects can be proven by calculating the Product Moment correlation, the result is 0.557. In variable X online learning during the Covid-19 pandemic and variable Y student learning motivation in the PAI folder, there is an influence between variables X and Y, the correlation is moderate/sufficient in the coefficient interval 0.40-0.599. So it can be concluded that the effect of online learning on students' learning motivation in PAI subjects is 31.0% and the remaining 69.0% is influenced by other factors which may be family environment factors, the environment between friends and so on.

scholarly journals The Effect of Self Efficacy and Parent Support on Learning Motivation in Management Business Students in Padang's Private Vocational School

2019 ◽  
Vol 6 (2) ◽  
pp. 133-140
Author(s):  
Ummul Hasanah ◽  
Alizamar Alizamar ◽  
Marjohan Marjohan ◽  
Engkizar Engkizar
Keyword(s):  
Family Environment ◽  
Parental Support ◽  
Self Efficacy ◽  
Business Students ◽  
Learning Motivation ◽  
Vocational School ◽  
Academic Communities ◽  
Learning Attitudes ◽  
Attention To Students ◽  
Management Students

This study departs from the expectation that high or low student learning motivation are influenced by self-efficacy and family environment. The results of the study show that: 1) self-efficacy has a significant effect on learning motivation. 2) self-efficacy and parental support have a significant effect on learning motivation. This research is an associative descriptive study. The sample in this study is the business management students of class X and XI that are registered at Padang Private Vocational School. The findings from this study are expected to be a reference for teachers and other academic communities to be able to pay more attention to students in learning by giving attention to the family environment and paying attention to their learning attitudes and also help increase student motivation in learning so that maximum learning outcomes are obtained

scholarly journals Strategy of Islamic Religious Education Teachers in Increasing Student Learning Motivation

2021 ◽  
Vol 2 (2) ◽  
pp. 229-249
Author(s):  
Sri Wahyuni ◽  
Sanchita Bhattacharya
Keyword(s):  
Religious Education ◽  
Family Environment ◽  
Learning Process ◽  
School Environment ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Islamic School ◽  
Study Approach ◽  
Teachers And Parents ◽  
Rewards And Punishment

The purpose of the article was to describe and analyze strategies of Islamic Religious Education (IRE) Teachers in Improving Students' Learning Motivation in Madrasah Aliyah (MA) Class X Hikmatul Amanah. The type of research used is qualitative with a case study approach. Data collection is done by observation, interviews, documentation. Data analysis used the Miles and Huberman method, namely by reducing, presenting, and certifying data. To test the validity of the data by testing credibility, transferability, dependability, and confirmability. The results of this article show 1) IRE teachers at Hikmatul Amanah Mojokerto Islamic School have implemented strategies and methods that are in accordance with the applicable curriculum at the school. However, there are still shortcomings where the teacher lacks varied and boring strategies and methods in the learning process so that students are less motivated to learn pie subjects 2) the inhibiting factor of the teacher's strategy in increasing student motivation to learn is the lack of communication between teachers and parents, the lack of learning media, the family environment, and the school environment can also be an obstacle for teachers during the teaching and learning process. The supporting factors for the teacher's strategy are from the students themselves, how they feel a strong desire and have high aspirations so they are motivated to learn and receive support in the form of attention, rewards, and punishment, praise from family, teachers, and the environment.

scholarly journals Analysis of Factors that Influence Student Learning Achievement

2020 ◽  
Vol 4 (3) ◽  
pp. 679
Author(s):  
Lastri Lastri ◽  
Sri Kartikowati ◽  
Sumarno Sumarno
Keyword(s):  
Regression Analysis ◽  
Family Environment ◽  
Economic Education ◽  
Learning Motivation ◽  
Learning Models ◽  
Learning Achievement ◽  
Joint Influence ◽  
Analysis Technique ◽  
The Family ◽  
Learning Interest

This study aims to analyze the factors that affect student achievement in the Department of Economic Education at the Faculty of Tarbiyah and Teacher Training of UIN Suska Riau. Population of this study was 201 students with a sample of 100 people. Data collected using questionnaire and documentation instrument. The data analysis technique used multiple regression analysis. The results showed that  learning motivation has a positive and significant effect on learning achievement. The learning interest has a positive and significant effect on learning achievement. The family environment has a positive and significant effect on learning achievement, and teh learning motivation has also a positive and significant effect on learning achievement. There is a joint influence of learning motivation, interest in learning, family environment and learning models, together on learning achievement.

scholarly journals PENGARUH LINGKUNGAN KELUARGA DAN FASILITAS BELAJAR TERHADAP HASIL BELAJAR MELALUI MOTIVASI BELAJAR

2021 ◽  
Vol 2 (2) ◽  
pp. 212-224
Author(s):  
Dewi Sartika Rahayu ◽  
Novi Trisnawati
Keyword(s):  
Learning Outcomes ◽  
Family Environment ◽  
Significant Influence ◽  
Random Sampling ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Quantitative Approach ◽  
The Family

The purpose of this study was to determine the effect of the family environment and learning facilities at school on learning outcomes through learning motivation as an intervening variable at SMKN 10 Surabaya This type of causal associative research with a quantitative approach. Sampling using random sampling technique. Collecting data through observation techniques, interviews, questionnaires and documentation. The results of the study are: 1) there is no significant effect of the family environment on learning outcomes; 2) there is no significant effect of learning facilities on learning outcomes; 3) there is a significant effect of learning motivation on learning outcomes; 4) there is a significant influence of the family environment on learning motivation 5) there is no significant effect of learning facilities on learning motivation; 6) there is a significant influence of the family environment through learning motivation on learning outcomes; 7) there is no significant effect of learning facilities through learning motivation on learning outcomes.

scholarly journals Influences of digital media use on children and adolescents with ADHD during COVID-19 pandemic

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Lan Shuai ◽  
Shan He ◽  
Hong Zheng ◽  
Zhouye Wang ◽  
Meihui Qiu ◽  
...  
Keyword(s):  
Social Media ◽  
Digital Media ◽  
Life Events ◽  
Family Environment ◽  
Video Game ◽  
Rating Scale ◽  
Media Use ◽  
Learning Motivation ◽  
Self Rating ◽  
Core Symptoms

Abstract Objective To explore the influences of digital media use on the core symptoms, emotional state, life events, learning motivation, executive function (EF) and family environment of children and adolescents diagnosed with attention deficit hyperactivity disorder (ADHD) during the novel coronavirus disease 2019 (COVID-19) pandemic. Method A total of 192 participants aged 8–16 years who met the diagnostic criteria for ADHD were included in the study. Children scoring higher than predetermined cut-off point in self-rating questionnaires for problematic mobile phone use (SQPMPU) or Young’s internet addiction test (IAT), were defined as ADHD with problematic digital media use (PDMU), otherwise were defined as ADHD without PDMU. The differences between the two groups in ADHD symptoms, EF, anxiety and depression, stress from life events, learning motivation and family environment were compared respectively. Results When compared with ADHD group without PDMU, the group with PDMU showed significant worse symptoms of inattention, oppositional defiant, behavior and emotional problems by Swanson, Nolan, and Pelham Rating Scale (SNAP), more self-reported anxiety by screening child anxiety-related emotional disorders (SCARED) and depression by depression self-rating scale for children (DSRSC), more severe EF deficits by behavior rating scale of executive function (BRIEF), more stress from life events by adolescent self-rating life events checklist (ASLEC), lower learning motivation by students learning motivation scale (SLMS), and more impairment on cohesion by Chinese version of family environment scale (FES-CV). The ADHD with PDMU group spent significantly more time on both video game and social media with significantly less time spend on physical exercise as compared to the ADHD without PDMU group. Conclusion The ADHD children with PDMU suffered from more severe core symptoms, negative emotions, EF deficits, damage on family environment, pressure from life events, and a lower motivation to learn. Supervision of digital media usage, especially video game and social media, along with increased physical exercise, is essential to the management of core symptoms and associated problems encountered with ADHD.

Sign in / Sign up

Export Citation Format

Share Document