PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR MATEMATIKA

2012 ◽  
Vol 18 (3) ◽  
pp. 112
Author(s):  
Rosliana Siregar
Keyword(s):  
Achievement Motivation ◽  
High Achievement ◽  
Low Achievement ◽  
Study Strategy ◽  
Strategy Study ◽  
Test Result ◽  
Technique Analysis

This research aim to know of difference between result learn the studentmathematics taught by using strategy of study cooperative type STAD and result oflearning student mathematics by using strategy of study ekspositori. The  method isquasi experiment. This research is executed SMP Negeri 11 Medan. Instrumentused together the data  test result of learning and enquette motivate to haveachievement. Technique analysis the data used by ANAVA 2x2. The result analysisof research indicate that result learn the student mathematics taught by usingstrategy study of higher type STAD cooperative than result learn the studentmathematics taught by using strategy of study ekspositori (Fcalculate = 4,698 >Ftabel = 3,96;  there are difference which signifikan of result learn the studentmathematics having high achievement motivation with the student having lowmotivation achievement, (Fcalculate = 27,9 > Ftabel = 3,96), and there areinteraction between study strategy and motivate to have achievement in influencingresult learn the student mathematics (Fcalculate = 12,45 > Ftabel = 3,96). Result ofinferential research that strategy study of better type STAD cooperative taught tostudent having motivation  have high achievement and good study ekspositoristrategy used to student having motivation  have low achievement and there areinteraction of study strategy and motivate the to have achievement.

High School Graduates' Achievement Motivation and the Prediction of the Economic Development of a Small Midwestern Community from 1907 to 1967

1977 ◽  
Vol 41 (1) ◽  
pp. 167-172 ◽  
Author(s):  
Darryl E. Matter
Keyword(s):  
High School ◽  
Economic Development ◽  
Achievement Motivation ◽  
High School Graduates ◽  
High Achievement ◽  
Low Achievement ◽  
Community Or ◽  
Individual Achievement ◽  
The Relationship

This study explored the relationship between achievement motivation and economic development in a small midwestern community; specifically, the study investigates the following question: Is remaining in a community or moving away a function of congruency between individual achievement motivation and the stage of the community's development? For this community, the answer seems a qualified “yes.” When the community was “achieving,” those high school graduates with high achievement motivation tended to remain in the community; those with low achievement motivation moved away. The reverse was found when the community became stable and then declined.

scholarly journals “ THE EFFECT OF MIXED GAMIFICATION AND ACHIEVEMENT MOTIVATION ON CONCEPT COMPREHENSION AND CREATIVE THINKING SKILLS IN LEARNING SCIENCE.”

2021 ◽  
Vol 58 (1) ◽  
pp. 5139-5152
Author(s):  
Bilqis Firyal Nabilah Et al.
Keyword(s):  
Learning Outcomes ◽  
Achievement Motivation ◽  
Creative Thinking ◽  
Science Achievement ◽  
Thinking Skills ◽  
Control Group ◽  
High Achievement ◽  
Low Achievement ◽  
Study Results ◽  
Significant Difference

This research is motivated by the poor comprehension and creativity of elementary school students in science lessons. This study aimed to determine gamification's effect on improving learning outcomes in concept comprehension and creative thinking skills in students studying science. Achievement motivation is suspected of being involved as a variable that interacts with gamification in improving learning outcomes. The data analysis technique used the Multivariate Analysis test. The research subjects were 73 students in the control class and the experimental class. This research is a quasi-experimental research, with a 2x2 factorial, and pretest-posttest non-equivalent control group design. The experimental class uses mixed gamification, while the control class uses content gamification. The difference between the two lies in the gamification elements used. The study results showed that 1) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who used mixed gamification and content gamification; 2) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who have high achievement motivation and low achievement motivation; 3) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes comprehension the concept; 4) there was no significant difference in the learning outcomes of creative thinking between groups of students who use mixed gamification and content gamification; 5) there was no significant difference in the learning outcomes of creative thinking between groups of students who have high achievement motivation and low achievement motivation; 6) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes to think creatively. Achievement motivation is not the only factor that affects the learning outcomes of concept comprehension and creative thinking. Future research is important to consider the different moderator variables from achievement motivation and other gamification elements.

scholarly journals DEVELOPING LEARNING MATERIALS BASED ON TRAINING WITHIN INDUSTRY (TWI) TO IMPROVE THE BUILDING CONSTRUCTION STUDENT’S LEARNING OUTCOMES

2019 ◽  
Vol 24 (2) ◽  
pp. 80
Author(s):  
Sugiyanto Sugiyanto ◽  
Made Wena ◽  
Isnandar Isnandar
Keyword(s):  
Learning Outcomes ◽  
Achievement Motivation ◽  
Conventional Method ◽  
Hypothesis Test ◽  
Building Construction ◽  
High Achievement ◽  
Low Achievement ◽  
Teaching Materials ◽  
Learning Materials ◽  
Academic Year

Abstract: Developing Learning Materials Based on Training Within Industry (TWI) to Improve the Building Construction Student’s Learning Outcomes.This second study aims to test significances differences between (1) using teaching materials with TWI method and the conventional method; (2) the high achievement motivation students and the low achievement motivation students; and (3) learning structures (TWI method and conventional method) and the high achievement motivation and the low achievement motivation toward the students’ learning outcomes. This study is an experimental research for students who take the Bricklaying and Concrete Practice lesson in an academic year. The hypothesis test uses two-way variance analysis (ANAVA) to find out the differences in the mean between cells (A and B). The results showed that there were significant differences in the students’ learning outcome be­tween (1) the TWI teaching materials and conventional method; (2) the students who have the high achievement motivation and the students who have the low achievement motivation. Furthermore, there were significant interactions between factor of giving the vocational work practices and motivation to­ward the students’ learning outcomes.

scholarly journals Effectiveness of Direct Instruction Learning Strategy Assisted by Mobile Augmented Reality and Achievement Motivation on Students Cognitive Learning Results

2017 ◽  
Vol 13 (9) ◽  
pp. 137
Author(s):  
Achmad Buchori ◽  
Punaji Setyosari ◽  
I Wayan Dasna ◽  
Saida Ulfa ◽  
I Nyoman Sudana Degeng ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Achievement Motivation ◽  
Direct Instruction ◽  
Cognitive Learning ◽  
High Achievement ◽  
Mobile Augmented Reality ◽  
Low Achievement ◽  
Cognitive Learning Outcomes

The study aims are to determine whether there is a difference in the average learning outcomes between students who are subject to Direct instruction model aided by mobile augmented reality and Direct instruction model supported by non mobile augmented reality. The presence or absence of significant differences in cognitive learning outcomes between groups of students with high achievement motivation, moderate achievement motivation, and low achievement motivation group. There is no interaction between learning strategies and achievement motivation toward cognitive learning outcomes.Population in this research is all student of semester 1 academic year 2016/2017 Sample is taken by using sampling cluster random sampling technique in mathematics education study of Universitas PGRI Semarang. Methods of data collection in this study are obtained by using interview methods, test methods, and method documentation. The results showed that: (a) There were significant differences in cognitive learning outcomes between groups of students treated with direct instructional strategies with MAR and group of students who were treated with direct instruction learning strategies with non-MAR. (B) There is a significant difference of cognitive learning outcomes between groups of students with high achievement motivation, moderate achievement motivation and low achievement motivation group. (C) There is an interaction between learning strategies and achievement motivation toward cognitive learning outcomes.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN INKUIRI DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR PELESTARIAN LINGKUNGAN HIDUP

2019 ◽  
Vol 12 (1) ◽  
pp. 62
Author(s):  
Jonson Hulman Siburian ◽  
Samsidar Tanjung ◽  
Abdul Hasan Saragih
Keyword(s):  
Student Achievement ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Achievement Motivation ◽  
Learning Strategy ◽  
Inquiry Learning ◽  
Environmental Conservation ◽  
High Achievement ◽  
Low Achievement ◽  
Environmental Preservation

Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) hasil belajar pelestarian lingkungan hidup antara siswa yang diajar  dengan menggunakan strategi pembelajaran inkuiri lebih lebih unggul daripada hasil belajar mengolah pelestarian lingkungan hidup yang diajar dengan menggunakan strategi ekspositori; (2) Mengetahui keunggulan hasil belajar pelestarian lingkunganhidup antara siswa yang memiliki motivasi berprestasi tinggi lebih unggul daripada hasil belajar pelestarian lingkungan hidup siswa yang memiliki motivasi berprestasi rendah; dan (3) Mengetahui interaksi antara strategi pembelajaran dan motivasi berprestasi siswa dalam memberikan pengaruh terhadap hasil belajar pelestarian lingkungan hidup. Metode yang digunakan adalah metode eksperimental gunanya untuk membandingkan mana yang lebih baik antara strategi pembelajaran inkuiri dan strategi pembelajaran ekspositori. Kesimpulan dari penelitian ini adalah: (1). Hasil belajar pelestarian lingkungan hidup yang diajar dengan strategi inkuiri lebih tinggi dari pada hasil belajar pelestarian lingkungan hidup yang diajar dengan strategi ekspositori; (2) Hasil belajar pelestarian lingkungan hidup yang memiliki motivasi berprestasi tinggi lebih tinggi dari hasil belajar pelestarian lingkungan hidup yang memiliki motivasi berprestasi rendah; dan (3). Terdapat interaksi antara strategi mengajar dan motivasi berprestasi  terhadap hasil belajar pelestarian lingkungan hidup. Kata Kunci: strategi pembelajaran inkuiri, motivasi berprestasi, pelestarian lingkunagn hidup Abstract: This study aims to find out: (1) learning outcomes of environmental preservation among students taught using inquiry learning strategies are superior to the results of learning to process environmental preservation taught by using expository strategies; (2) Knowing the superiority of learning outcomes in environmental preservation among students who have high achievement motivation are superior to learning outcomes of environmental preservation of students who have low achievement motivation; and (3) Knowing the interaction between learning strategies and student achievement motivation in influencing learning outcomes for environmental preservation. The method used is an experimental method to compare which is better between inquiry learning strategies and expository learning strategies. The conclusions of this study are: (1). The results of learning to conserve the environment taught by inquiry strategies are higher than the results of learning to conserve the environment taught by expository strategies; (2) Learning outcomes of environmental conservation that have high achievement motivation are higher than learning outcomes of environmental conservation that have low achievement motivation; and (3). There is an interaction between teaching strategies and achievement motivation towards learning outcomes of environmental preservation. Keywords: inquiry learning strategy, achievement motivation, environmental preservation

scholarly journals Pengaruh Motivasi Berprestasi dan Komunikasi Antarpribadi terhadap Prestasi Kerja Karyawan ( Studi Pada PT. PG Rajawali I Surabaya)

2018 ◽  
Vol 1 (1) ◽  
pp. 14
Author(s):  
DWIARKO NUGROHOSENO ◽  
HARUM CHARISMAINI
Keyword(s):  
Interpersonal Communication ◽  
Achievement Motivation ◽  
Low Achievement ◽  
Coefficient Corrélation ◽  
And Performance ◽  
First Time ◽  
Test Result ◽  
Variable Performance

The organization always had changed phisicly or non phisicly. As PT. PG Rajawali I who the first time the system based on operating holding management transform be investmen holding and make high and low Achievement motivation,  Interpersonal Communication  and Performance Appresial. The aim of the research is for to know the influent Achievement Motivation and interpersonal Communication for performance Appresial and how to know what is Achievement Motivation to influent alike the dominant Performan Appresial.The research did do like a quantity with all of the employed population PT. PG Rajawali I amount of 90. Totally sample have used 73 employed. Instrument have been usedas tools collection file is quisioner amount of 13 items for X1 and 20 items for X2­ and Y variabel used sekunder file from PT. PG Rajawali ITo test result of the hipotesis to show have a connection between variable Achievement Motivation and Interpersonal Comunication a like together with variable Performance Appresial. Coefficient correlation is 0,911 and regretion linier Y=-1,409+ 0,859X1+ 0,739X2. The determination correlation 0,830 mean of contribution variable Achievement Motivation and Interpersonal Communication with Perfomance Appresial is 83,00% and very dominant is Interpersonal Communication with correlation parsial X2= 0,649 more than big to compare with variable Achievement Motivation.   

scholarly journals THE EFFECTS OF TRAINING METHODS AND ACHIEVEMENT MOTIVATION TOWARD OF FOOTBALL PASSING SKILLS

2015 ◽  
Vol 1 (2) ◽  
pp. 73
Author(s):  
Abdul Syukur ◽  
Vega Soniawan
Keyword(s):  
Achievement Motivation ◽  
Sampling Technique ◽  
Treatment Method ◽  
High Achievement ◽  
Training Methods ◽  
Training Method ◽  
Low Achievement ◽  
Significance Level ◽  
Study Population

The purpose of this study was to determine the effect of the training methods of structured and play as well as achievement motivation on the passing skills of football. Research was conducted on athletes at the Muspan FC Football School of Padang. This type of research is experimental design was used treatment by the level of 2x2. The study population was all athletes the Muspan FC Football School of Padang, amounting to 134 athletes. Determination of the sample using purposive sampling technique is to set a midlevel athletes aged 13-15 years amounted to 74 athletes. Samples treated in this study were 40 athletes. The data obtained and analyzed by analysis of variance (ANAVA) and two lanes. and subsequently followed by Tuckey's test at a significance level a = 0, 05. The results showed that (1). Results of passing skills of football in the treatment of structured training method (A1) is higher than the results of play method (A2). (2). There is the influence of the interaction between training methods (A) and achievement motivation (B) the passing skills of football. (3). Results of passing skills of football on the treatment method structured exercise high achievement motivation (A1B1) higher than the results of the play method high achievement motivation (A2B1). (4). Results of passing skills of football in the treatment of structured training method low achievement motivation (A1B2) is lower than the play method low achievement motivation (A2B2).

scholarly journals Analisis Terhadap Siswa Yang Berasal Dari Keluarga Broken Home (Studi KasusDi SMK Negeri 2 Gunung Talang)

Konselor ◽  
2015 ◽  
Vol 4 (3) ◽  
pp. 120
Author(s):  
Tumiyem Tumiyem ◽  
Daharnis Daharnis ◽  
Alizamar Alizamar
Keyword(s):  
Case Studies ◽  
Sampling Technique ◽  
High Achievement ◽  
Low Achievement ◽  
Good Relationship ◽  
Broken Home ◽  
Technique Analysis

Brokenhomeisaconditionthat isnotharmoniousfamily. One reason for thebroken homebecause of adivorcebetweena husbandandwife.These conditionsaffecttheir children,such as lack ofaffection, do not getpropercareandacademicfailure.However,inthe field founda fewstudentswhohavehigh academicachievement.The purposeof thisstudyiscomparingthe factorsthatallow fordifferences inthe academicachievementof childrenwhocome froma broken home. The research was conductedinSMK 2Gunung Talang.The studyusedform of case studies. Capturingsubjectsin this studyusingpurposive sampling technique. Analysis ofthe datausingMilesandHubermaninteractive model.The conclusion ofthis studyisthedifference inacademicachievementexperienced bystudentsis causedby abroken home: (1) the relationshipwith their parents; students with high achievement have good relationship, students with low achievementhave not good enough in their  relationship, (2) the relationshipwiththeirteachers; student with high achievement have good relationship, student low achievementhave not good enough in their relationship, (3)the  relationshipwiththeir friends; students with high achievement have good relationship, students with low achievementhave not good enough in their relationship,(4) studentsattitude to themselves and family; student with high achievement have goodattitude with open behavior,  students with low achievementhave introvert behavior,(5) ways of studentslearning; students with high achievement payfull attention  on in learning and routine schedule, students with low achievement  payless attention to the teachers explanationand routine in learning schedule.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BERPRESTASI TERHADAP KEMAMPUAN MEMBACA TEKS NARATIF BAHASA INGGRIS SISWA SMP NEGERI DI KABUPATEN LABURA

2016 ◽  
Vol 9 (1) ◽  
Author(s):  
Rika Syahmewah Munthe ◽  
Keysar Panjaitan
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Achievement Motivation ◽  
Learning Strategy ◽  
Homogeneity Test ◽  
High Achievement ◽  
English Learning ◽  
Low Achievement ◽  
Test Analysis ◽  
Significance Level

Abstrak:Penelitian ini bertujuan untuk mengetahui: (1) hasil belajar Bahasa Inggris siswa yang diajar dengan strategi pembelajaran Quantum dibandingkan dengan siswa yang diajar dengan strategi pembelajaran ekspositori; (2) hasil belajar Bahasa Inggris siswa yang memiliki Motivasi berprestasi tinggi dengan hasil belajar siswa yang memiliki Motivasi berprestasi rendah; (3) ada tidaknya interaksi antara strategi pembelajaran dan Motivasi berprestasi siswa terhadap hasil belajar Bahasa Inggris.Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain faktorial 2 x 2. Uji statistik yang digunakan adalah statistik deskriptif untuk menyajikan data dan dilanjutkan dengan statistik inferensial dengan menggunakan ANAVA dua jalur dengan taraf signifikan α = 0,05 yang dilanjutkan dengan uji Scheffe. Sebelumnya dilakukan uji analisis berupa uji nornalitas dan uji homogenitas.Hasil penelitian menunjukkan: (1) hasil belajar Bahasa Inggris siswa yang diajarkan dengan strategi pembelajaran Quantum lebih tinggi dari pada hasil belajar Bahasa Inggris siswa yang diajarkan dengan strategi pembelajaran ekspositori; (2) hasil belajar Bahasa Inggris siswa yang memiliki Motivasi berprestasi tinggi lebih tinggi dari pada hasil belajar Bahasa Inggris siswa yang memiliki Motivasi berprestasi rendah; (3) terdapat interaksi antara strategi pembelajaran dengan Motivasi berprestasi dalam mempengaruhi hasil belajar siswa. Kata Kunci:strategi pembelajaran, motivasi berprestasi, membaca teks naratif bahasa inggris Abstract: This study aims to determine: (1) the results of English learning students who are taught by Quantum learning strategies than students taught by expository strategy; (2) the results of English learning students who have high achievement motivation with learning outcomes of students who have low achievement motivation; (3) whether there is interaction between the learning strategies and achievement motivation of students to learn English results. The method used is a quasi-experimental design with 2 x 2 factorial statistical test used is descriptive statistics to present data and continued with inferential statistics by using ANOVA two paths with significance level α = 0.05, followed by Scheffe test. Previous test analysis form nornalitas test and homogeneity test. The results showed: (1) the results of English learning students taught with instructional strategies Quantum higher than the results of English learning students taught by expository strategy; (2) the results of English learning students who have high achievement motivation is higher than the results of English learning students who have low achievement motivation; (3) there is interaction between learning strategy and achievement motivation in influencing student learning outcomes.   Keywords: learning strategies, achievement motivation, reading the narrative text english

scholarly journals Effect of Achievement Motivation on Personality Traits of Students

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Dr. Arun Rajaram Daitkar
Keyword(s):  
College Student ◽  
Personality Traits ◽  
Achievement Motivation ◽  
Openness To Experience ◽  
Personality Characteristics ◽  
High Achievement ◽  
Low Achievement ◽  
Significant Difference ◽  
Independent Variable ◽  
Age Range

An objective of the study: To investigate the effect of achievement motivation on personality traits (Openness to experience, Conscientiousness, Extraversion, Agreeableness and Neuroticism) students. Hypothesis: There is no significant difference in the high and low achievement motivation students in relation to their personality traits (Openness to experience, Conscientiousness, Extraversion, Agreeableness and Neuroticism).  Sample: The sample size of the study is 100 belongings to Aurangabad, which includes college student. Scrutiny test is applied on students divided for 50 high achievement motivation students and 50 low achievement motivation students. The age range of subjects is 18-25 years. Tools deo-mohan achievement scale. Personality Traits Inventory (NEOPI): This test is developed and standardized by Costa and McCrae for measuring personality characteristics (Openness to experience, Conscientiousness, Extraversion, Agreeableness and Neuroticism). Variable Independent variable Types of achievement motivation: i) High ii) Low Dependent Variable personality traits (Openness to experience, Conscientiousness, Extraversion, Agreeableness and Neuroticism) Conclusions 1. High achievement motivation students had significantly high Openness to experience, Conscientiousness, Extraversion and Agreeableness than the low achievement motivation students.2. Low achievement motivation students had significantly high Neuroticism than the high achievement motivation students.

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