The Influence of Teacher’s Pedagogic Competence, Teacher’s Professional Competency, and Student Learning Environment to Student Learning Motivation

2020 ◽  
Author(s):  
Osly Usman ◽  
Shyndy Syaputri
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Learning Motivation ◽  
Professional Competency

Motivasi Belajar Dari Rumah (Study From Home) Mahasiswa STAI Denpasar Bali Masa Pandemi Covid-19

2020 ◽  
Vol 13 (2) ◽  
pp. 1
Author(s):  
Rusmayani Rusmayani
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Religious Education ◽  
Learning Process ◽  
Learning Motivation ◽  
Islamic Education ◽  
Study Program ◽  
Research Instrument ◽  
The Third ◽  
Level Of Motivation

This study was conducted with the purpose to determine motivation study from home, STAI Denpasar Bali students during the Covid-19 Pandemic, where the learning process from home starts in the third week of March 2020 until now. This study had implemented the method of survey and quantitative in nature. The number of 170 students consisting of the Management of Islamic Education, Islamic Religious Education, and Sharia Economics study program, were selected randomly as samples. A set of questionnaires was used as a research instrument. The data obtained were analyzed descriptively using frequency, percentage, and mean score in order to identify the level of motivation students study from home. The study found that average student learning motivation from home is in the sufficient category, which is 38.82 percent, this proves that even though there is the Covid-19 Pandemic struck, it did not decrease the learning motivation of STAI Denpasar students, and the appreciation given by the lecturer during the learning process from the house took place and the conducive learning environment created by lecturers and institutions was able to motivate students during learning from home during the Covid-19 Pandemic.

scholarly journals Pengaruh Motivasi Belajar Dan Lingkungan Belajar Terhadap Hasil Belajar Mahasiswa pada Mata Kuliah Pendidikan IPS di SD pada Program Studi S-1 PGSD Kelompok Belajar Kota Jambi Masa Registrasi 2020.1

2020 ◽  
Vol 20 (3) ◽  
pp. 723
Author(s):  
Mahyudin Mahyudin
Keyword(s):  
Elementary School ◽  
Social Studies ◽  
Learning Environment ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Study Group ◽  
Study Program ◽  
Registration Period

The purpose of this study was to analyze (1) the effect of learning motivation on student learning outcomes in social studies courses in elementary school in the PGSD S1 Study Program in the Jambi City Study Group 2020.1, (2) The effect of the learning environment on student learning outcomes in subjects Social Studies lecture at elementary school in the PGSD S1 Study Program Study Group Jambi City Registration Period 2020.1, and (3) The influence of learning motivation and learning environment on student learning outcomes in Social Sciences Education courses in SD on the PGSD S1 Study Program Study Group Jambi City 2020 Registration Period. Research conducted by researchers is a survey research method. The sampling technique in this study is saturated sampling. Where, all populations were sampled as a study, totaling 21 students. The data collection techniques in this study were questionnaire and documentation. The results showed that (1) Learning motivation has a significant effect on student learning outcomes in Social Studies courses in elementary schools in the S1 Study Program PGSD Study Group Jambi City Registration Period 2020.1. Based on the analysis it is known that the value of tcount> ttable, which is 5.999> 2.10092 at a significance level of 0.05. Furthermore, the contribution of learning motivation variables to learning outcomes is 65.4% and the remaining 34.6% is influenced by other factors not examined, (2) The learning environment has a significant effect on student learning outcomes in Social Studies courses in elementary school in the Study Program S-1 PGSD Jambi City Study Group Registration Period 2020.1. Based on the analysis it is known that the value of tcount> ttable, which is 3.718> 2.10092 at a significance level of 0.05. Furthermore, the contribution of learning environment variables to learning outcomes is 42.1% and the remaining 57.9% is influenced by other factors not examined, and (3) learning motivation and learning environment have a significant effect on student learning outcomes in Social Studies courses in Elementary School in PGSD Undergraduate Study Program Jambi City Study Group Registration Period 2020.1. Based on the analysis it is known that the value of Fcount> Ftable, which is 23.539> 3.55 at a significance level of 0.05. Furthermore, the contribution of learning motivation and learning environment variables simultaneously to learning outcomes is 72.3% and the remaining 27.7% is influenced by other factors not examined.

scholarly journals The Influence of Organizational Culture on Motivation to Learn in Vocational School YPLP PGRI 1 Makassar

Jurnal Office ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 15
Author(s):  
Amanurhidayani Amanurhidayani ◽  
Sylvana Kana ◽  
Haedar Akib ◽  
Muhammad Darwis
Keyword(s):  
Organizational Culture ◽  
Statistical Analysis ◽  
Learning Environment ◽  
Student Learning ◽  
Learning Motivation ◽  
Motivation To Learn ◽  
School Climate And Culture ◽  
Analysis Technique ◽  
People Orientation ◽  
Descriptive Statistical Analysis

A conducive school climate and culture is characterized by the creation of a safe, comfortable and orderly learning environment so that learning can take place effectively. This study aims to describe the organizational culture, description of student learning motivation and the influence of organizational culture on learning motivation of class X students in office administration skills competencies in SMK  YPLP1 PGRI Makassar., amounting to 66 students. Data collection used in this study were observation, questionnaire and documentation. The data analysis technique used is descriptive statistical analysis and inferential statistical analysis. The results showed that organizational culture belonged to the good category, viewed from seven indicators, namely innovation, stability, orientation to people, orientation to results, calm, attention to details and orientation to collaboration. Student learning motivation is categorized as very good, in terms of five indicators, namely the desire and desire to succeed, the encouragement and need for learning, the hopes and ideals of the future, the existence of interesting activities in learning and the existence of a conducive learning environment. Furthermore, there is a cultural influence on the learning motivation of students in class X competence in office administration skills classified as moderate and accepted.

scholarly journals KONTRIBUSI MOTIVASI DAN LINGKUNGAN BELAJAR TERHADAP HASIL BELAJAR PADA MATA PELAJARAN TEKNIK ELEKTRONIKA DASAR SISWA KELAS X JURUSAN TEKNIK AUDIO VIDEO DI SMKN 2 SOLOK

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Deri Harsan Jhoni ◽  
Hanesman Hanesman ◽  
Almasri Almasri
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Learning Outcomes ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Primary Data ◽  
Audio Video ◽  
Motivation And Learning

The purpose of this study is to reveal how much the presence Contributionsmotivation and learning environment on learning outcomes in basic electronicsengineering subjects in class X student engineering audio video Di SMKN 2 Solok.This research is a descriptive correlational. The type of data needed in the researchis the primary data and secondary data. The primary data is data obtained directly fromrespondents regarding Contributions motivation and learning environment, whilesecondary data is student learning outcomes obtained from subject teachers basicelectronics engineering. The population in this study is a Class XI student at SMKN 2Solok TAV as many as 56 students. While the sampling technique of this study is a random(Simple random sampling).Data were analyzed using Microsof Excel and SPSS (Statistical Product andService Solution) version 22.0. From the results, motivation and learning environmentjointly contribute significantly to student learning outcomes SMKN 2 Solok amounted to32.08%, (2) learning motivation contribution significantly to student learning outcomesSMKN 2 Solok amounted to 22.89%, (3) the learning environment contribute significant tostudent learning outcomes SMKN 2 Solok amounted to 23.40%. So it can be concluded thatthe Learning Motivation and Learning Environment Contribution To Student LearningOutcomes in SMKN 2 Solok, the better the motivation to learn and learning environment,the higher the learning outcomes.Keywords: Motivation, Learning Environment, Learning Outcomes.

scholarly journals Optimization of Learning Effectiveness through the Learning Environment and Learning Motivation for Students

2021 ◽  
Vol 13 (3) ◽  
pp. 1546-1555
Author(s):  
Masduki Ahmad
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Hypothesis Test ◽  
Learning Motivation ◽  
Learning Effectiveness ◽  
Quantitative Methodology ◽  
Primary Model ◽  
Study Programs ◽  
The Impact

This study aims to analyze the impact given by the learning environment and learning motivation on the student learning effectiveness at As-Syafiiyah Islamic University. This research is based on the problem that education in Indonesia is currently paralyzed, including higher education at universities, one of which is the As-Syafiiyah Islamic University. A quantitative methodology is a technique used in this study with the primary model of multiple linear regression. Using the Slovin formula, the research participants were 340 students from various study programs at the As-Syafiiyah Islamic University. Research data was obtained through a questionnaire distributed online. Statistical calculations were carried out using SPSS 25, and the hypothesis test used the t-test and f-test. It was revealed that: 1) the learning environment significantly and positively affects the learning effectiveness at As-Syafiiyah Islamic University; 2) the learning motivation significantly and positively affects the learning effectiveness at As-Syafiiyah Islamic University, and 3)both of learning environment and learning motivation impact student learning effectiveness at As-Syafiiyah Islamic University by 77.5%. This research is expected to have implications for improving the quality of education during the pandemic. In particular, it can illustrate how important the learning environment and learning motivation are to the university's effectiveness.

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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