PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR MEMBACA BAHASA INGGRIS

2019 ◽  
Vol 11 (2) ◽  
pp. 195
Author(s):  
. Nurli ◽  
R Mursid ◽  
Samsidar Tanjung
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Social Simulation ◽  
Higher Learning ◽  
Learning Motivation ◽  
Learning To Read ◽  
Student Reading ◽  
Eighth Grade Students ◽  
Simulation Learning ◽  
English Students

Abstrak: Tujuan penelitian ini adalah untuk mengetahui: (1) hasil belajar siswa membaca dalam bahasa Inggris yang diajar dengan strategi pembelajaran  Simulasi Sosial lebih tinggi daripada dengan strategi pembelajaran Ekspositori, (2) hasil belajar membaca siswa dalam bahasa Inggris  dengan motivasi belajar tinggi lebih tinggi daripada motivasi belajar rendah, dan (3) interaksi antara strategi pembelajaran dan motivasi belajar dalam mempengaruhi hasil belajar membaca siswa bahasa Inggris. Populasi penelitian ini adalah seluruh siswa kelas VIII Madrasah Tsanawiyah Peureulak Aceh Timur terdiri dari 6 kelas dengan jumlah sebanyak 204 siswa.  Hasil penelitian menunjukkan: (1) rata-rata hasil belajar siswa yang diajar dengan strategi pembelajaran Simulasi Sosial lebih tinggi daripada  yang diajar dengan strategi pembelajaran ekspositori, (2) rata-rata hasil belajar siswa dengan motivasi belajar tinggi  lebih tinggi daripada motivasi belajar rendah, dan  (3) terdapat interaksi antara strategi pembelajaran dan motivasi belajar terhadap hasil belajar Bahasa Inggris.  Kata Kunci: strategi  pembelajaran, motivasi belajar, membaca bahasa inggris  Abstract: The purpose of this study was to find out: (1) learning outcomes of students reading in English taught with Social Simulation learning strategies higher than with Expository learning strategies, (2) student reading learning outcomes in English with higher learning motivation rather than low learning motivation, and (3) the interaction between learning strategies and learning motivation in influencing the results of learning to read English students. The population of this study was all eighth grade students of Madrasah Tsanawiyah Peureulak, East Aceh consisting of 6 classes with a total of 204 students. The results showed: (1) the average learning outcomes of students taught with Social Simulation learning strategies were higher than those taught with expository learning strategies, (2) the average learning outcomes of students with high learning motivation were higher than low learning motivation, and (3) there are interactions between learning strategies and learning motivation towards learning outcomes in English. Keywords: learning strategies, learning motivation, reading English

THE INFLUENCE OF LEARNING STRATEGY AND LEARNING MOTIVATION ON THE RESULTS OF ISLAMIC EDUCATION IN SMPN 45 MEDAN

2019 ◽  
Vol 3 (2) ◽  
pp. 188
Author(s):  
Siti Fatimah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Sampling Technique ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Islamic Education ◽  
Quasi Experimental ◽  
Simulation Learning

<p>The purpose of this study was to find out and describe: (1) the effect of the<br />application of learning strategies on the learning outcomes of students'<br />Islamic Education, (2) the effect of learning motivation on student Islamic<br />Education learning outcomes, and (3) the interaction between learning<br />strategies and learning motivation towards learning outcomes of students'<br />Islamic Education.The method of this research is quasi-experimental with<br />the population of this study are VII grade students of SMPN 45 Medan<br />consisting of 5 classes. The sample was selected by cluster random<br />sampling technique in this case taken one simulation learning strategy and<br />one class taught with expository strategies. The instruments of data<br />collection are questionnaires and test results. Technique by analysis of<br />variance (Anava) at = 0.05. The results of this study are: (1) the average<br />student learning outcomes taught with simulation learning strategies <br />higher than the average student learning outcomes learned by the<br />expository learning strategy, (2) the average learning outcomes of<br />students with high learning motivation higher than the learning outcomes<br />of students with low learning motivation, and (3) there is an interaction<br />between learning strategies and learning motivation towards learning<br />outcomes.</p>

scholarly journals PENGARUH PEMANFAATAN E-LEARNING, LINGKUNGAN TEMAN SEBAYA, DAN MOTIVASI BELAJAR TERHADAP PRESTASI BELAJAR

2019 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Haikal Firmansah Anas Pratama ◽  
Sandy Arief
Keyword(s):  
Regression Analysis ◽  
Multiple Regression Analysis ◽  
Learning Outcomes ◽  
Multiple Regression ◽  
Learning Strategies ◽  
Peer Group ◽  
Research Question ◽  
Learning Motivation ◽  
Academic Context ◽  
E Learning

<p><span class="fontstyle0">This study aims to examine the influence of the use of e-learning, peer group and learning motivation towards learning outcomes of Accounting in class X Accounting of SMK Hidayah Semarang. The sample of this study was students of class X Accounting SMK Hidayah Semarang with total of 41 students. A self-administered questionnaires and multiple regression analysis were used to test the research question. In addition, the results showed that there is a positive and significant effect both simultaneously and partially from the use of e-learning, peer group and learning motivation towards learning outcomes in class X Accounting at SMK Hidayah Semarang. The improvement and intensity in using e-learning strategies, teacher's attention to the students’ peer environment specifically on cooperation and competition among students, and students' intelligence in interacting and establishing fair cooperation in the academic context with their peers are very important factors towards learning outcomes</span></p><p><strong><em> <span class="fontstyle0">Keywords: learning outcomes; e-learning; peer group; motivation</span> </em></strong></p><p><strong><em></em><br /></strong></p>

scholarly journals Educational Board Game and Flashcard: Which one is better for learners at beginner level of Chinese language?

2020 ◽  
Vol 7 (4) ◽  
pp. 89-104
Author(s):  
Ju-May Wen ◽  
Hai Dung Do ◽  
Eric Zhi-Feng Liu ◽  
Chun-Hung Lin ◽  
Shihping Kevin Huang
Keyword(s):  
Learning Outcomes ◽  
Empirical Research ◽  
Chinese Language ◽  
Higher Learning ◽  
Learning Motivation ◽  
Flow Experience ◽  
Board Game ◽  
Board Games

The purpose of this study is to compare the impacts of flashcard and board games on the learning motivation, flow experience, and learning outcomes of learners of Chinese language. The subjects of this research were 34 learners who took beginner Chinese courses. Empirical research found out that both flashcard and board games have positively significant effects on learners’ learning motivation, flow experience and learning outcomes. In which, learners in the board game group have significantly higher learning outcomes than those in the flashcards group. However, the learning motivation and flow experience of the flashcard group are significantly higher than that of the educational board game group.

scholarly journals THE INFLUENCE OF INQUIRY LEARNING MODEL AND LEARNING MOTIVATION ON RESULTS LEARNING HISTORY AT STATE 6 HIGH SCHOOL BANDAR LAMPUNG

2019 ◽  
Vol 6 (7) ◽  
pp. 74-78
Author(s):  
Adi Wiranata ◽  
Sarkadi ◽  
Nurzengky Ibrahim
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Quantitative Research ◽  
Inquiry Learning ◽  
Higher Learning ◽  
Learning Motivation ◽  
Public High School ◽  
Learning Models ◽  
Multiple Choice Tests ◽  
Learning History

This study aims to determine the effect of learning models and learning motivation on students' historical learning outcomes at Bandar Lampung 6 Public High School. The type of research used is quantitative research using 2x2 level treatment design experiment methods. The population consists of all students of class XI IPS. The sample consisted of two classes are class XI IIS 1 and XI IIS 3 with total is 56 students. The instruments used for learning outcomes are multiple-choice tests and learning motivation are questionnaires. The results of this study indicated that: (1) student learning outcomes given a model of inquiry learning is higher than students given conventional learning models (2) there is an influence of interaction between learning models and learning motivation (3) students' historical learning outcomes given inquiry learning models and having higher learning motivation is higher than students given conventional learning models and having high learning motivation (4) historical learning outcomes of students given inquiry learning models and having low learning motivation is lower than students given conventional learning models and having low learning motivation.

scholarly journals Think Pair Share sebagai Strategi Efektif dalam Pembelajaran Membaca Intensif Siswa SMP

2018 ◽  
Vol 2 (3) ◽  
pp. 229
Author(s):  
Made Astiti Aryasih
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Reading Skills ◽  
Average Score ◽  
Analysis Method ◽  
Collection Method ◽  
Student Reading ◽  
Intensive Reading

The purpose of writing this action research was to improve the results of intensive reading learning for class VII A4 students of SMP Negeri 3 Sawan through the application Think Pair Share learning strategies. Referring to the problems that will be addressed through research, the type of research used is classroom action research through two cycles with stages; planning, implementation, observation, and reflection. The data collection method is a test to answer the question of discourse. The data analysis method is descriptive. The results obtained from this study are the TPS strategy can improve intensive reading skills in students. It is evident from the learning outcomes achieved in intensive student reading. In the initial reflection the average score of students' intensive reading was 73.08 with 38.46% completeness, and in the first cycle, the average rating of students increased to 76.73 with 72.00% completeness even though it was still in the sufficient category, but there was an increase in the average student score is 3.65%. After the improvement of actions in cycle II, the average score of intensive reading of students in the second cycle of 80.77 increased by 4.04% from Cycle I and was in good category and all students complete. The conclusion from this study is that the application of Think Pair Share learning strategies can improve the results of intensive reading learning for class VII A4 students of SMP Negeri 3 Sawan.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN DAN KOMUNIKASI INTERPERSONAL TERHADAP HASIL BELAJAR BAHASA INDONESIA SISWA

2018 ◽  
Vol 11 (1) ◽  
pp. 37
Author(s):  
Sabda Hidayah ◽  
. Mukhtar ◽  
Rosmawaty Harahap
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Interpersonal Communication ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Communication Strategies ◽  
Higher Learning ◽  
Bahasa Indonesia

Abstrak: Penelitian ini bertujuan  (1) untuk mengetahui hasil belajar bahasa Indonesia siswa yang diajar dengan menggunakan strategi pembelajaran pemodelan lebih tinggi daripada siswa yang diajar dengan menggunakan strategi pembelajaran komunikatif, (2) untuk mengetahui hasil belajar bahasa Indonesia siswa yang komunikasi interpersonal tinggi lebih tinggi daripada siswa yang komunikasi interpersonal rendah, (3) untuk mengetahui interaksi antara strategi pembelajaran dengan komunikasi interpersonal terhadap hasil belajar bahasa Indonesia. Temuaan penelitian menunjukkan bahwa (1) hasil belajar bahasa Indonesia siswa yang diajar dengan strategi pembelajaran pemodelan lebih tinggi dari hasil belajar siswa yang diajar dengan strategi pembelajaran komunikatif, dengan Fhitung = 3,38 > Ftabel = 2,6 , (2) hasil belajar bahasa Indonesia siswa komunikasi interpersonal tinggi lebih tinggi dari hasil belajar siswa  komunikasi interpersonal rendah, dengan Fhitung = 29,62 > Ftabel  = 2,67, (3) terdapat interaksi antara strategi pembelajaran dan komunikasi interpersonal terhadap hasil belajar bahasa Indonesia, dengan Fhitung  = 29,62 > Ftabel = 2,67.  Kata Kunci: Strategi Pembelajaran, Komunikasi Interpersonal, Hasil Belajar Bahasa Indonesia Abstract: This study aims (1) to find out the learning outcomes of Indonesian students who are taught using higher learning learning strategies than students who are taught using communicative learning strategies, (2) to find out the learning outcomes of Indonesian students who have higher interpersonal communication than students with low interpersonal communication, (3) to find out the interaction between learning strategies and interpersonal communication on the learning outcomes of Indonesian. Temuaan showed that (1) the results of Indonesian language learning students who are taught by modeling of higher learning strategy of learning outcomes of students taught by communicative learning strategy, with Fcount = 3.38> Ftable = 2.6, (2) the results of learning Indonesia high interpersonal communication students is higher than the results of students' interpersonal communication is low, with Fcount = 29.62> F table = 2.67, (3) there is no interaction between learning and interpersonal communication strategies towards learning outcomes Indonesian, with F count = 29, 62> Ftable = 2.67. Keywords: Learning Strategy, Interpersonal Communication, Indonesian Language Learning Results

scholarly journals The Influence of Learning Strategies and Learning Motivation against Islamic Fikih Students Learning Results in MIN 2 Labuhanbatu

2020 ◽  
Vol 3 (2) ◽  
pp. 904-911
Author(s):  
Rusydi Ananda ◽  
Heri Caniago
Keyword(s):  
Collaborative Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Sampling Technique ◽  
Competitive Learning ◽  
Learning Motivation ◽  
Analysis Technique ◽  
Quasi Experimental ◽  
Research Findings ◽  
Study Population

The purpose of this study was to determine and describe: (1) the effect of the application of learning strategies on the learning outcomes of Islamic Fikih, (2) the influence of learning motivation on the learning outcomes of Islamic Fikih, and (3) the interaction between strategies learning and learning motivation towards the learning outcomes of Islamic Fikih. The method used in this study is a quasi-experimental method. The study population was all students of class VI MIN 2 Labuhanbatu consisting of 3 classes. The sampling technique used was cluster random sampling, in which one group of classes was conducted using collaborative learning and the other class was conducted competitive learning. Data collection techniques used are lift and learning outcomes tests. The data analysis technique used is two-way analysis of variance.  The research findings show: (1) there is an influence of learning strategies on fiqh learning outcomes. In this case the average learning outcomes of Islamic Fikih taught with collaborative learning strategies are higher than the average learning outcomes of Islamic Fikih taught with competitive learning strategies, (2) there is an influence of learning motivation on learning outcomes of Fikih. In this case, the average learning outcomes of Islamic Fikih with higher learning motivation is higher than the average learning outcomes of Fikih with low learning motivation, and (3) there is an interaction effect between learning strategies with learning motivation, where students with high learning motivation are more precisely taught using collaborative learning strategies, while students with low learning motivation are more precisely taught with competitive learning strategies.

scholarly journals Pengaruh Penerapan Media Peta Pikiran dan Motivasi Belajar terhadap Hasil Belajar Ekonomi Siswa Kelas X IPS di SMA Negeri 1 Gunung Talang Kabupaten Solok

2016 ◽  
Vol 1 (01) ◽  
pp. 42-50
Author(s):  
Fajri Basyirun
Keyword(s):  
Learning Outcomes ◽  
Sampling Technique ◽  
Mean Value ◽  
Higher Learning ◽  
Learning Motivation ◽  
Quasi Experimental ◽  
The Media ◽  
High Motivation ◽  
Mind Maps ◽  
Economics Student

This study aims to find (1) Differences in learning outcomes of students who apply learning media mind map has a higher learning outcomes than the media board, (2) difference in students who have high motivation to learn higher learning outcomes of the students who have the motivation low learning, and (3) the interaction between the use of media mind map with motivation toward economics student learning outcomes. This type of research is quasi-experimental. The sampling technique was purposive sampling. The results of the study are (1) students are taught implement instructional media mind maps had significantly higher learning outcomes than students who were taught using the media blackboard with sig. = 0.001, is smaller than the value of α = 0.05 (sig. <Α), (2) high learning motivation students had significantly higher learning outcomes than students with low learning motivation with sig. = 0.001, is smaller than the value of α = 0.05 (sig. <Α) and (3) there is no interaction with the media use mind maps motivation on learning outcomes of students with sig. The mean value = 1.000 sig. Greater than the value of α = 0.05 (sig.> Α). Based on these results, it is recommended that teachers use media mind maps on the learning process mainly on economic subjects.

scholarly journals THE CONTRIBUTION OF LEARNING MOTIVATION AND METACOGNITIVE SKILL ON COGNITIVE LEARNING OUTCOME OF STUDENTS WITHIN DIFFERENT LEARNING STRATEGIES

2015 ◽  
Vol 14 (4) ◽  
pp. 487-500
Author(s):  
Arsad Bahri ◽  
Aloysius Duran Corebima
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Cognitive Learning ◽  
Problem Based Learning ◽  
Learning Outcome ◽  
Learning Motivation ◽  
Cognitive Test ◽  
Metacognitive Skills ◽  
Metacognitive Skill ◽  
Cognitive Learning Outcomes

The study of the correlation between learning motivation and metacognitive skill on students’ cognitive learning outcome simultaneously in classes taught by different learning strategies is still lacking. A correlational research was conducted to investigate the contribution of learning motivation and metacognitive skill simultaneously on cognitive learning outcome of 142 students studying biology in classes experiencing different learning strategies at Faculty of Mathematics and Natural Science, State University of Makassar, Indonesia. The learning motivation was measured by using motivation questionnaire adapted from Keller (1983), and metacognitive skill was measured integrated with cognitive test. The findings showed that contribution of learning motivation and metacognitive skills simultaneously on cognitive learning outcomes in PBL-RQA, PBL, RQA, and conventional learning strategies was very high. The contribution of metacognitive skills on cognitive learning outcome was much greater than the contribution of learning motivation. This finding research was contrary with the previous studies. Based on the facts related to metacognitive skills, learning should consider seriously the empowerment of metacognitive skills by implementing appropriate learning strategies. Further researches are needed to reveal the correlation between learning motivation on cognitive learning outcomes in different populations and measuring instruments. Key words: biology cognitive learning outcome, learning motivation, metacognitive skill, problem-based learning, problem-based learning-reading questioning and answering.

scholarly journals PENGARUH MODEL PEMBELAJARAN HEURISTIK VEE BERBANTUAN MEDIA VIDEO TERHADAP HASIL BELAJAR IPA DITINJAU DARI MOTIVASI BELAJAR

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Ni Made Ninda Pradani
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Learning Model ◽  
Learning Motivation ◽  
Learning Models ◽  
High Learning ◽  
Eighth Grade Students ◽  
Heuristic Learning ◽  
Class Viii ◽  
Direct Learning

This study aims to 1) describe and explain the differences in science learning outcomes between students who follow the Vee Heuristic learning model assisted by video media with direct learning models, in class VIII in SMP Negeri 5 Denpasar, 2) describe and explain differences in science learning outcomes, between students who followed the Vee Heuristic learning model with students who followed the direct learning model in groups of students who had high learning motivation, 3) described and explained the differences in science learning outcomes between students who followed the Vee Heuristic learning model, with students who followed the direct learning model in groups students who have low learning motivation. The population in this study were all students class VIII SMP Negeri 5 Denpasar which amounted to 386, with a sample of 64 people taken at random. Learning outcomes data, collected by learning outcomes test, while learning motivation data collected by questionnaire. Data were analyzed by using two-way ANOVA analysis and continued with Tukey test. The results showed that: (1) there are differences in science learning outcomes among students who followed the Vee Heuristic model assisted by video media, with students who took the direct learning model for eighth grade students in SMP Negeri 5 Denpasar with a significance value of 0.001 in "Model" (A ) less than 0.05,(2) There are differences in science learning outcomes, among students who follow the Vee Heuristic learning model assisted by video media, with students who follow the direct learning model in groups of students who have high learning motivation with a signification value of 0.001 less than 0.05. (3) There are differences in science learning outcomes, between students who joined the Vee Heuristic learning model assisted by video media, and students who took the direct learning model in groups of students who had low learning motivation with a signification value of 0.001 less than 0.05. The implications in this study are efforts to apply the Vee Heuristic learning model assisted by video media in science learning and efforts to apply direct learning models in science learning, by paying attention to student learning motivation.

Sign in / Sign up

Export Citation Format

Share Document