scholarly journals PENGARUH MOTIVASI BELAJAR DALAM MENINGKATKAN PRESTASI SISWA

2020 ◽  
Vol 6 (2) ◽  
pp. 69-76
Author(s):  
Rosimah Lubis
Keyword(s):  
Student Achievement ◽  
Great Influence ◽  
Learning Activities ◽  
Motivation To Learn ◽  
High Learning ◽  
Strong Motivation ◽  
Better Than

With a strong motivation that will lead to high learning activities for students as well. With this picture it is also clear that motivation has a great influence on student achievement. The level of achievement can also be determined by the size of a person's motivation to learn. Achievement is a condition that is better than someone else. For example, a student can see his performance through comparisons with other classmates. Usually, with this comparison, students are more motivated to achieve good performance.

PENGEMBANGAN VARIASI MENGAJAR DALAM MENINGKATKAN MOTIVASI BELAJAR

2018 ◽  
Vol 6 (1) ◽  
pp. 696-714
Author(s):  
ARIANTI Arianti
Keyword(s):  
Learning Process ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Teaching Styles ◽  
Learning Activities ◽  
Learning Activity ◽  
Motivation To Learn ◽  
Strategic Role ◽  
Strong Motivation ◽  
The Individual

Abstract. This journal discusses the development of variations in teaching in increasing learning motivation. The learning process is an activity that involves an individual (physical and spiritual), learning activities are never carried out without a strong motivation or motivation from within the individual or from outside the individual who participates in learning activities. Therefore, the learning process requires the development and use of variations in teaching to generate student motivation. Variations in teaching include variations in teaching styles, variations in media and materials, and variations in teaching and learning interactions. Motivation has a very important role in learning activities, there is no learning activity without motivation, therefore motivation has a strategic role in achieving the goals or results of learning. Keywords: Development Of Teaching Variations and Motivation to Learn

scholarly journals Learning motivation and student achievement : description analysis and relationships both

2017 ◽  
Vol 2 (1) ◽  
pp. 42 ◽  
Author(s):  
Ari Riswanto ◽  
Sri Aryani
Keyword(s):  
Student Achievement ◽  
Learning Process ◽  
Descriptive Analysis ◽  
Learning Processes ◽  
Learning Motivation ◽  
Learning Activities ◽  
Motivation To Learn ◽  
Men Students ◽  
Simple Correlation ◽  
The World

Education is very important for humans, through the education throughout the world will increasingly flourish. However, if faced with the activities within the learning process, not a few men (students) who have less motivation in learning activities. This resulted in fewer maximal learning processes and in turn will affect student achievement. This study focuses to discuss matters relating to the motivation to learn and student achievement, with the aim of strengthening the importance of motivation in the learning process so that a clear relationship with student achievement. The method used is descriptive analysis and simple correlation to the 97 students taking the course introduction to Microeconomics and Indonesian. The conclusion from this research is the students have a good record if it has a well and motivated as well, and this study concludes their tie's difference between learning motivation and achievement of students on two different courses.

scholarly journals Perbedaaan Pengaruh Pembelajaran Mata Pelajaran Kimia Model Problem Based Learning (PBL) Dan Cooperative Learning Tipe Think Pair Share (TPS) terhadap Prestasi Belajar Siswa Ditinjau dari Aktivitas Belajar Siswa SMA Negeri di Grobogan

Teknodika ◽  
2016 ◽  
Vol 14 (2) ◽  
pp. 38
Author(s):  
Ria Rahmawati ◽  
Leo Agung Sutimin ◽  
Nunuk Suryani
Keyword(s):  
High School ◽  
Student Achievement ◽  
Learning Activities ◽  
Learning Activity ◽  
Anova Analysis ◽  
High Learning ◽  
Learning Achievement ◽  
Average Value ◽  
A Value ◽  
Significant Difference

This study aimed to: (1) To determine the effect of differences in chemistry learning PBL models and models of SMT for high school student achievement in Grobogan. (2) To find out which is better student achievement with learning activity is high or low high school learning activities in Grobogan. (3) To understand the interaction model of learning by students' learning activities to the achievement of high school students studying chemistry in Grobogan. The research was conducted at several high schools in Grobogan including; SMA N 1Gabus, SMA N 1 Kradenan, SMA N 1 Wirosari. The model used in this research is experiment with 2X2 factorial design. The study design using experimental. The results showed that. (1) Differences Influence Model Model PBL with TPS on Learning Achievement in Chemistry. Results of Two-Way ANOVA analysis showed a significant difference in learning achievement chemical groups using PBL and group learning model TPS, with a value of F = 5.432, p <0.05 where student achievement in the subjects of Chemistry with PBL models better than the student who uses a model TPS. (2) Differences in Effects of High learning activities with learning activities Low toward achievement of learning chemistry. Results of Two-Way ANOVA analysis showed a significant difference in learning achievement Chemistry group of students with high learning activities and groups of students with low learning activity, with the value of F = 8.218, p <0.05 where learning achievement in the subjects of Chemistry students who have high learning activity is better than the students who have low learning activities . (3) Interaction Effect Model of learning and learning activities in relation to the achievement of learning chemistry. The result of the calculation of the Two-Way ANOVA analysis finds that there are interactions between the learning model with learning activities to learning achievement Chemistry with a value of F = 4.020, p <0.05 where the average value of learning achievement chemical group PBL models with high learning activity has the highest value of the interpretation of study with a mean of 84.41 while PBL model group with low learning activity have the lowest average value for 74.13.

scholarly journals Implikasi Multimedia Interaktif Berbasis Flash Terhadap Motivasi dan Prestasi Belajar Matematika

2017 ◽  
Vol 10 (1) ◽  
pp. 33 ◽  
Author(s):  
Edi Irawan ◽  
Tatik Suryo
Keyword(s):  
Student Achievement ◽  
Data Analysis ◽  
T Test ◽  
Learning Motivation ◽  
Motivation To Learn ◽  
Group Design ◽  
Analysis Techniques ◽  
Quasi Experimental ◽  
Bonferroni Test ◽  
Better Than

[Bahasa]: Penelitian ini bertujuan untuk menguji efektivitas penggunaan multimedia berbasis flash pada mata kuliah statistika ditinjau dari motivasi belajar dan prestasi belajar mahasiswa. Penelitian ini adalah penelitian eksperimen semu dengan desain pretest-posttest nonequivalent group design. Penelitian ini dilaksanakan di STKIP PGRI Pacitan pada tahun 2016. Instrumen yang digunakan adalah tes prestasi belajar dan angket motivasi belajar mahasiswa. Teknik analisis data yang digunakan adalah uji one sample t-test, uji T2 Hotelling’s, dan uji t-Bonferroni. Hasil penelitian menunjukkan bahwa penggunaan multimedia berbasis flash pada mata kuliah statistika lebih efektif daripada pembelajaran menggunakan media powerpoint ditinjau dari motivasi belajar dan prestasi belajar mahasiswa. Prestasi belajar statistika mahasiswa yang menggunakan media flash lebih baik daripada mahasiswa yang menggunakan media powerpoint. Demikian halnya pada aspek motivasi belajar, mahasiswa yang menggunakan flash mengalami peningkatan motivasi yang lebih signifikan daripada mahasiswa yang menggunakan media powerpoint. Kata kunci: Multimedia Flash; Motivasi Belajar; Prestasi Belajar; Statistika [English]: This study aims to test the effectiveness of the use of flash-based multimedia in the course of statistics toward learning motivation and student achievement. This research is a quasi-experimental research with pretest-posttest nonequivalent group design. This research was conducted at STKIP PGRI Pacitan in 2016. The instrument used was the test of student achievement and questionnaire of student's motivation. Data analysis techniques used one sample t-test, T2 Hotelling's test, and t-Bonferroni test. The results showed that the use of flash-based multimedia in the course of statistics is more effective than learning using powerpoint in terms of learning motivation and student achievement. Students’ achievement in statistics using flash media are better than students who use powerpoint. Similarly, in the aspect of motivation to learn, the motivation of students who use flash get increased significantly than students who use powerpoint. Keywords: Flash Multimedia; Learning Motivation; Achievement; Statistics

scholarly journals Efforts To Improve Civics Education Learning Achievement Through Learning Method C Ooperatif Model Stad (Student Teams Achievement Division) In Class Student Of X Sm A Negeri 2 Sutera Year Lesson 2016

2018 ◽  
Vol 1 (2) ◽  
pp. 97-107
Author(s):  
Sofyan Sofyan
Keyword(s):  
Student Achievement ◽  
Action Research ◽  
Active Learning ◽  
Cooperative Learning ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Motivation To Learn ◽  
Learning Method ◽  
Learning Achievement ◽  
The Third

Learning activities together can help stimulate active learning. Teaching and learning in the classroom is to stimulate active learning, but the ability to teach through small group collaborative activities will allow to promote active learning activities in a special way. What was discussed student with his friends and what it teaches students to his friends allows them to gain an understanding and mastery of subject matter. This study is based on the problem: (a) How can increase learning achievement Civics with the implementation of cooperative learning method STAD model? (B) How will the cooperative learning method on motivation to learn civics ?. While the purpose of this study was: (a) Want to know Civics increase learning achievement after the implementation of cooperative learning. (B) Want to know the effect of motivation to learn civics after the implementation of cooperative learning. (C) provide an overview of appropriate learning methods in an effort to improve student achievement and make students actively in learning activities. This study uses action research (action research) three rounds. each round consists of four stages: design, activity and observation, reflection, and refisi. Goal of this research is class X BC A Negeri 2 Sutera in the school year 20 16 /20 17 . Data obtained in the form of a formative test results, observation sheet teaching and learning activities. From the analysis we found that student achievement increased from the first cycle to the third cycle, the first cycle (68.42%), the second cycle (81.58%), the third cycle (94.74%). Conclusions from this research is cooperative learning methods can be a positive influence on students' motivation achievement and class X SM A Negeri 2 Sutera Year Lesson 20 16/2017 and this model can be used as an alternative civics lesson.    

HUBUNGAN DISIPLIN MAHASISWA DAN FASILITAS KAMPUS DENGAN PRESTASI MAHASISWA

2018 ◽  
Vol 15 (1) ◽  
pp. 99
Author(s):  
Didi C. Chalil
Keyword(s):  
Student Achievement ◽  
Student Learning ◽  
Key Words ◽  
Learning Process ◽  
Difficulty Level ◽  
Motivation To Learn ◽  
Classroom Learning ◽  
Final Exam ◽  
Lecture Material ◽  
A Value

One indicator of the success ofeducation in the level of classroom learning is when a lecturer is able to build student learning achievement and will be more successful if this achievement can be increased if their attendance is above 80% (minimum 10 times attendance from 12 meetings). If the students can be grown discipline and provided a decent campus facilities, then as difficult as any lecture material or learning process that followed by they undoubtedly will live with feelings of joy, even they will feel sad if that day lecturer could not come because there is a need outside campus.There are four stages of appraisal that apply to each student for each course taken include (1) attendance of 10% (2) Task 20% (3) 30% Semester Exam (UTS) and (4) Final Exam Semester. (UAS) 40%. The writer as a lecturer tries to cultivate motivation to learn from the beginning, in addition to always communicate actively with students who follow the lecture also monitor attendance and assignment, each completed college is always given the practice / tasks are directly given the value, usually given the task quite easily so they can get a value of 100, even if there is a miscalculation, they are still given the opportunity to fix the error so that eventually get a value of 100. With the value of this 100, their motivation to grow and even grow in such a way that spur them to diligent lectures.The difficulty level of the task is balanced with the lecture, the longer it is raised so as to reach the maximum average level of student ability at the end of the lecture meeting...This research reveals that there is no a significant correlation between student achievement to discipline presence of student/mahasiswa with campus facilities. The analyzing was taken from an answer of 55 students who were randomly selected as respondents by filling out the Questionaire that was distributed to them. Key words : achievement, attendance, discipline, campus facility

PENERAPAN TEKNOLOGY SPEECH RECOGNITION UNTUK LATIHAN PRONUNCIATION BAHASA INGGRIS MELALUI METODE DICTATION DI PROGRAM STUDI MULTIMEDIA BROADCASTING POLITEKNIK ELEKTRONIKA NEGERI SURABAYA

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Aliv Faizal M ◽  
Akhmad Alimudin
Keyword(s):  
Student Achievement ◽  
Speech Recognition ◽  
Training Sequence ◽  
English Learning ◽  
Motivation To Learn ◽  
Study Program ◽  
Face To Face ◽  
Track Record ◽  
Speech Recognition Technology ◽  
English Pronunciation

English pronunciation has long been taught through the delivery of phonetic symbols to study the sound of each phoneme in English. In Multimedia Broadcasting study program at Surabaya State Electronics Polytechnic, pronunciation has long been delivered to the students through guidebooks in the form of phonetic symbols that teach basic sound pronunciation in English. English teachers practice the sound of each phoneme directly to thestudents. After going through various observations based on the track record of student achievement of this pronunciation material, I as a teacher as well as researcher found that my student achievement was less than the desired target. This was due to the limited source of English pronunciation learning where students only learned face-to-face in the classroom. Through the use of English learning media of pronunciation interactively using speech recognition technology, it was expected that Multimedia Broadcasting course students in Surabaya State Electronics Polytechnic could improve their English pronunciation ability. After students complete the English pronunciation training sequence using pronunciation application using speech recognition technology, the data from the interview stated that the students felt more confident and improved their pronunciation ability and also felt the increased motivation to learn English pronunciation using English pronunciation learning app using speech recognition technology.Keywords: English pronunciation, teaching, multimedia, speech recognition technology, and pronunciation app.

PENGEMBANGAN MEDIA BIG BOOK UNTUK MENINGKATKAN HASIL BELAJAR PECAHAN SENILAI SISWA SD

2018 ◽  
Vol 16 (1) ◽  
pp. 67-76
Author(s):  
Disyacitta Neolia Firdana ◽  
Trimurtini Trimurtini
Keyword(s):  
Learning Outcomes ◽  
Large Scale ◽  
Fourth Grade ◽  
Learning Activities ◽  
Equivalent Fractions ◽  
Fourth Grade Students ◽  
Teacher Needs ◽  
The Media ◽  
Test Result ◽  
Better Than

This research aimed to determine the properness and effectiveness of the big book media on learning equivalent fractions of fourth grade students. The method of research is Research and Development  (R&D). This study was conducted in fourth grade of SDN Karanganyar 02 Kota Semarang. Data sources from media validation, material validation, learning outcomes, and teacher and students responses on developed media. Pre-experimental research design with one group pretest-posttest design. Big book developed consist of equivalent fractions material, students learning activities sheets with rectangle and circle shape pictures, and questions about equivalent fractions. Big book was developed based on students and teacher needs. This big book fulfill the media validity of 3,75 with very good criteria and scored 3 by material experts with good criteria. In large-scale trial, the result of students posttest have learning outcomes completness 82,14%. The result of N-gain calculation with result 0,55 indicates the criterion “medium”. The t-test result 9,6320 > 2,0484 which means the average of posttest outcomes is better than the average of pretest outcomes. Based on that data, this study has produced big book media which proper and effective as a media of learning equivalent fractions of fourth grade elementary school.

scholarly journals Motivation towards the foreign language (English) and regional language (Basque) in immersion schools: Does CLIL in the foreign language make a difference?

2021 ◽  
pp. 136216882110317
Author(s):  
Amparo Lázaro-Ibarrola ◽  
Raúl Azpilicueta-Martínez
Keyword(s):  
Foreign Language ◽  
School System ◽  
Primary Schools ◽  
Positive Attitude ◽  
School Context ◽  
Great Influence ◽  
Motivation To Learn ◽  
Integrated Learning ◽  
Young Learners ◽  
Regional Language

Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on the motivation of young learners (YLs). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured motivation in this context, especially in primary schools. Even fewer have done so in bilingual areas, where the continuation of widespread use of the regional language often depends on its presence in the school system and where CLIL reduces this presence. To address these gaps, motivation towards the foreign language (FL), English, and the regional language, Basque, was measured in 399 YLs of English (aged 10–12 years) in Basque immersion schools. The learners were divided into a CLIL group ( n = 230), with English as a foreign language (EFL) and CLIL lessons, and a non-CLIL group ( n = 169), which received only EFL lessons. Results showed that the CLIL learners had a more positive attitude towards English and a slightly lower motivation towards Basque. This suggests that increasing the amount of exposure to the foreign language (FL) via CLIL lessons improves the motivation towards English but could decrease the instrumental motivation towards the regional language.

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