scholarly journals Motivasi Mahasiswa dalam Pembelajaran Biologi Molekuler

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Evi Suryanti
Keyword(s):  
Intrinsic Motivation ◽  
Self Efficacy ◽  
Self Determination ◽  
Career Motivation ◽  
Science Motivation

Penelitian deskriptif ini bertujuan untuk  menjelaskan atau mendeskripsikan motivasi dari 35 orang mahasiswa Pendidikan Biologi di salah satu perguruan tinggi di Kota Pekanbaru dalam pembelajaran Biologi Molekuler pada Tahun Akademik 2016/2017.Pembelajaran Biologi Molekuler berlangsung dengan metode ceramah dan tanya-jawab.  Pengumpulan data dilakukan dengan teknik angket. Angket yang digunakan adalah angket yang diadaptasi dari Science Motivation Questionnaire II (SMQ-II) yang dikembangkan oleh Glynn, dkk., (2011). Angket motivasi ini terdiri dari lima komponen motivasi, yaitu intrinsic motivation (motivasi intrinsik), career motivation (motivasi karir),self-determination (keteguhan diri), self-efficacy (percaya diri), dan grade motivation (motivasi nilai) dengan 25 pernyataan dan mempunyai 4 skala Likert, yaitu Sangat Setuju (4), Setuju (3), Kurang Setuju (2), dan Tidak Setuju (1). Hasil analisis data menunjukkan bahwa 45,7% mahasiswa motivasinya sangat baik dan 54,3% mahasiswa memiliki motivasi yang baik. Intrinsic motivation merupakan motivasi yang lebih dominan bagi mahasiswa dalam pembelajaran Biologi Molekuler, diikuti oleh grade motivation, self-determination, self-efficacy dan career motivation.

scholarly journals Analisis Motivasi Mahasiswa dalam Belajar Fisika

2018 ◽  
Vol 1 (2) ◽  
pp. 89-95
Author(s):  
Petri Reni Sasmita ◽  
Saiful Rachman ◽  
Zainal Hartoyo
Keyword(s):  
Intrinsic Motivation ◽  
Physics Education ◽  
Student Motivation ◽  
Learning Motivation ◽  
Self Determination ◽  
Career Motivation ◽  
Physics Learning ◽  
Significant Difference ◽  
Science Motivation ◽  
Comparative Description

The purpose of this study is to find out the comparative description of student motivation on the newly developed campus in physics learning with a more advanced campus. To get a description of the students motivation, as many as 87 students selected at random from three different campuses were surveyed using Science Motivation Questionnaire II. The science motivation questionnaire consists of five components of motivation: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. The results show that there is no significant difference between student motivation on the newly developed campus and student motivation on a more advanced campus in physics learning. If it is seen based on the motivation component, it is known that there is no significant difference between all components of student motivation on the newly developed campus with student motivation on campus which is more advanced. Keyword: Physics Learning Motivation, Physics Learning, and Physics Education

Science Motivation Questionnaire II (SMQ-II) Bahasa Indonesia Version

2020 ◽  
Author(s):  
Adib Rifqi Setiawan ◽  
Wahyu Eka Saputri
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Intrinsic Motivation ◽  
Survey Data ◽  
Essential Element ◽  
Self Determination ◽  
Motivation To Learn ◽  
Career Motivation ◽  
Science Motivation ◽  
Bahasa Indonesia

Based on the perspective that motivation is an essential element for learning and academic achievement nor challenge that its components are not directly observable variables, we was empirically examined the instrument through rigorous survey data. The instrument used was Science Motivation Questionnaire II (SMQ-II) that translated into Indonesian Language. The 4 expert judged my Indonesian translation version of SMQ-II and 206 students responded to this version. It assesses five motivation components: intrinsic motivation, self-determination, selfefficacy, career motivation, and grade motivation. The findings of this work show that the questionnaire is a valid and reliable and that the entire questionnaire can be completed in about 15 minutes. Through this work, we suggest my version of SMQ-II in Bahasa Indonesia can be used as an efficient instrument for assessing components of students’ motivation to learn science in Indonesia secondary school.

Science Motivation Questionnaire II (SMQ-II) Bahasa Indonesia Version

2020 ◽  
Author(s):  
Adib Rifqi Setiawan ◽  
Wahyu Eka Saputri
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Intrinsic Motivation ◽  
Survey Data ◽  
Essential Element ◽  
Self Determination ◽  
Motivation To Learn ◽  
Career Motivation ◽  
Science Motivation ◽  
Bahasa Indonesia

Based on the perspective that motivation is an essential element for learning and academic achievement nor challenge that its components are not directly observable variables, we was empirically examined the instrument through rigorous survey data. The instrument used was Science Motivation Questionnaire II (SMQ-II) that translated into Indonesian Language. The 4 expert judged my Indonesian translation version of SMQ-II and 206 students responded to this version. It assesses five motivation components: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. The findings of this work show that the questionnaire is a valid and reliable and that the entire questionnaire can be completed in about 15 minutes. Through this work, we suggest my version of SMQ-II in Bahasa Indonesia can be used as an efficient instrument for assessing components of students’ motivation to learn science in Indonesia secondary school.

Science Motivation Questionnaire II (SMQ-II):Analysis of Validity and Reliability of Bahasa Indonesia Version in Science Learning Context

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Secondary School ◽  
Science Learning ◽  
Essential Element ◽  
Self Determination ◽  
Motivation To Learn ◽  
Career Motivation ◽  
Validity And Reliability ◽  
Learning Context ◽  
Science Motivation ◽  
Bahasa Indonesia

Based on the perspective that motivation is an essential element for learning and academic achievement nor challenge that its components are not directly observable variables, I was empirically examined the instrument through rigorous survey data. The instrument used was Science Motivation Questionnaire II (SMQ-II) that translated into Indonesian Language. The 4 expert judged my Indonesian translation version of SMQ-II and 240 students responded to this version. It assesses five motivation components: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. The findings of this work show that the questionnaire is a valid and reliable and that the entire questionnaire can be completed in about 15 minutes. Through this work, I suggest my version of SMQ-II in Bahasa Indonesia can be used as an efficient instrument for assessing components of students’ motivation to learn science in Indonesia secondary school.

Science Motivation Questionnaire II (SMQ-II): Analysis on Validity and Reliability of Bahasa Indonesia Version Through Various Learning Context

2019 ◽  
Author(s):  
Whasfi Velasufah ◽  
Adib Rifqi Setiawan
Keyword(s):  
Academic Achievement ◽  
Survey Data ◽  
Essential Element ◽  
Self Determination ◽  
Motivation To Learn ◽  
Career Motivation ◽  
Validity And Reliability ◽  
Learning Context ◽  
Science Motivation ◽  
Bahasa Indonesia

Based on the perspective that motivation is an essential element for learning and academic achievement nor challenge that its components are not directly observable variables, we have examined empirically the instrument through rigorous survey data. The instrument used was Science Motivation Questionnaire II (SMQ-II) that translated into Bahasa Indonesia. The 4 expert judged our Indonesian translation version of SMQ-II and 240 students responded to this version. It assesses five motivation components: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. The findings of this work shows that the questionnaire is a valid and reliable and the entire questionnaire can be completed in about 15 minutes. Through this work, we suggest our version of SMQ-II in Bahasa Indonesia as an efficient instrument for assessing components of Indonesia students’ motivation to learn in various learning context.

Analysis on Validity and Reliability of Science Motivation Questionnaire II (SMQ-II) Bahasa Indonesia Version

2019 ◽  
Author(s):  
Adib Rifqi Setiawan ◽  
Wahyu Eka Saputri
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Survey Data ◽  
Essential Element ◽  
Self Determination ◽  
Motivation To Learn ◽  
Career Motivation ◽  
Validity And Reliability ◽  
Science Motivation ◽  
Bahasa Indonesia

Based on the perspective that motivation is an essential element for learning and academic achievement nor challenge that its components are not directly observable variables, we was empirically examined the instrument through rigorous survey data. The instrument used was Science Motivation Questionnaire II (SMQ-II) that translated into Indonesian Language. The 4 expert judged my Indonesian translation version of SMQ-II and 206 students responded to this version. It assesses five motivation components: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. The findings of this work show that the questionnaire is a valid and reliable and that the entire questionnaire can be completed in about 15 minutes. Through this work, we suggest my version of SMQ-II in Bahasa Indonesia can be used as an efficient instrument for assessing components of students’ motivation to learn science in Indonesia secondary school.

scholarly journals The colours of the Higgs boson: a study in creativity and science motivation among high-school students in Italy

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Angelos N. Alexopoulos ◽  
Pierluigi Paolucci ◽  
Sofoklis A. Sotiriou ◽  
Franz X. Bogner ◽  
Tommaso Dorigo ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Empirical Support ◽  
Career Motivation ◽  
School Students ◽  
Science Career ◽  
Science Motivation ◽  
The Impact

AbstractWith the increasing shift from STEM to STEAM education, arts-based approaches to science teaching and learning are considered promising for aligning school science curricula with the development of twenty-first century skills, including creativity. Yet the impact of STEAM practices on student creativity and specifically on how the latter is associated with science learning outcomes have thus far received scarce empirical support. This paper contributes to this line of research by reporting on a two-wave quantitative study that examines the effect of a long-term STEAM intervention on two cognitive processes associated with creativity (act, flow) and their interrelationships with intrinsic and extrinsic components of science motivation. Using pre- and post-survey data from 175 high-school students in Italy, results show an overall positive effect of the intervention both on the act subscale of creativity and science career motivation, whereas a negative effect is found on self-efficacy. Gender differences in the above effects are also observed. Further, results provide support for the mediating role of self-efficacy in the relationship between creativity and science career motivation. Implications for the design of STEAM learning environments are discussed.

scholarly journals THE RELATIONSHIP BETWEEN BASIC PSYCHOLOGICAL NEEDS, MOTIVATION AND SELF-EFFICACY IN A SAMPLE OF SECONDARY AND HIGH-SCHOOL CHILDREN FROM CLUJ-NAPOCA, ROMANIA.

2021 ◽  
Vol 66 (1) ◽  
pp. 77-90
Author(s):  
Antonia Mărincaș ◽  
Daniela Dumulescu ◽  
Sebastian Pintea ◽  
Nicolae-Adrian Opre
Keyword(s):  
Intrinsic Motivation ◽  
Psychological Health ◽  
Self Efficacy ◽  
Online Survey ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
School Students ◽  
The Relationship

"Motivation is the key force that drives the individual. According to Self-Determination Theory (Ryan & Deci, 2000), human motivation is regulated by the degree to which personal intentions are autonomous or controlled. On the other hand, human behaviour is determined by three basic needs (competence, autonomy and relatedness) which contribute to intrinsic motivation and psychological health. This study has investigated the relationship between basic psychological needs and different types of motivation in an educational context. The research included a large sample of school students from 5th to 12th grade, enrolled in two schools from Cluj-Napoca, Romania (N = 363). All participants completed an online survey aimed to evaluate student’s fulfilment of their basic psychological needs, their motivation and self-efficacy regarding Romanian literature lessons. Results showed that autonomy, competence and relatedness correlated with intrinsic motivation. Moreover, the regression results showed that basic psychological needs predicted half of the variance in intrinsic motivation. The outcomes of this study also revealed that girls displayed higher scores on self-efficacy, autonomy and identified regulation as compared to boys. Keywords: self-determination theory, self-regulated learning, intrinsic motivation, basic psychological needs, autonomy, competence, relatedness, self-efficacy "

scholarly journals Introduction of the Modified Neuroanatomy Motivation Questionnaire and Its Role in Comparing Medical Student Attitudes Towards Learning Neuroanatomy Between Neuro-enthusiasts and Standard Students

2021 ◽  
Author(s):  
Samuel Hall ◽  
Octavia Kurn ◽  
Deepika Anbu ◽  
Eva Nagy ◽  
Oliver Dean ◽  
...  
Keyword(s):  
Medical Students ◽  
Intrinsic Motivation ◽  
Student Attitudes ◽  
Medical Community ◽  
Career Motivation ◽  
Adequate Knowledge ◽  
Science Motivation ◽  
Second Year ◽  
Medical Student Attitudes ◽  
School Curricula

Abstract Background Neurophobia has been identified as a potential barrier to adequate knowledge of neurology in the medical community, and therefore to patient safety. There is a drive to identify the source of neurophobia, in the hope of tackling it. Comparing the learning motivations of standard medical students with those who enjoy neuroanatomy may be a way of doing this. Methods The science motivation questionnaire (SMQ) was modified for neuroanatomy. It was distributed to three cohorts of second year medical students and students attending the extracurricular National Undergraduate Neuroanatomy Competition (NUNC). Cohen’s D test for effect size was used to compare standard medical students and those attending the NUNC. Results Five hundred ninety-seven questionnaires were completed by second year students, and 320 by NUNC attendees. The differences in motivation to learn neuroanatomy between the 2 groups mainly fell into themes of career motivation, personal relevance, intrinsic motivation and assessment anxiety. Conclusion This study has demonstrated the use of the SMQ in neuroanatomy, and found differences in motivators to learn neuroanatomy between self-selecting “neurophiles” and standard medical students, mainly relating to intrinsic motivation and its role in their lives. More research is needed to further explore these differences and how they might apply to interventions in medical school curricula.

Analysis on Validity and Reliability of Science Motivation Questionnaire II (SMQ-II) Bahasa Indonesia Version

2019 ◽  
Author(s):  
Adib Rifqi Setiawan ◽  
Wahyu Eka Saputri
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Survey Data ◽  
Essential Element ◽  
Self Determination ◽  
Motivation To Learn ◽  
Career Motivation ◽  
Validity And Reliability ◽  
Science Motivation ◽  
Bahasa Indonesia

Based on the perspective that motivation is an essential element for learning and academic achievement nor challenge that its components are not directly observable variables, we was empirically examined the instrument through rigorous survey data. The instrument used was Science Motivation Questionnaire II (SMQ-II) that translated into Indonesian Language. The 4 expert judged my Indonesian translation version of SMQ-II and 206 students responded to this version. It assesses five motivation components: intrinsic motivation, self-determination, selfefficacy, career motivation, and grade motivation. The findings of this work show that the questionnaire is a valid and reliable and that the entire questionnaire can be completed in about 15 minutes. Through this work, we suggest my version of SMQ-II in Bahasa Indonesia can be used as an efficient instrument for assessing components of students’ motivation to learn science in Indonesia secondary school.

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