scholarly journals PENGARUH ORIENTASI PEMBELAJARAN DAN KONSEPSI BELAJAR TERHADAP PRESTASI AKADEMIK MAHASISWA TAHUN PERTAMA

2020 ◽  
Vol 5 (1) ◽  
pp. 8
Author(s):  
Agatha Rizky
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Multiple Regression ◽  
Peer Influence ◽  
Self Regulation ◽  
Private University ◽  
Student Academic Achievement ◽  
Learning Orientation ◽  
Grade Point ◽  
Learning Conceptions

ABSTRACTThis study aims to give an overview of learning orientation and learning conception on academic achievement of first year university students. learning orientation are the reason that motivates one to study, while learning conceptions are student’s beliefs and views on learning and related phenomena, both are affective dimension known to influence the quality of learning. This study used a mixed-methods approach, quantitative and qualitative. Third semester psychology student (N=207)from private university filled out Inventarisasi Cara Belajar (Part B), the adapted translated versions of the Inventory of Learning Styles, which used to measure learning orientation and student learning conceptions and their influence on academic achievement, which is seen through the Grade Point Average. Qualitative data is obtained through focus group discussions conducted in a group of students with high GPA and one group of students with a low GPA. The mean age of participants was 18,8 years with 11% males and 89% females. Data analysis using multiple regression showed, certificate directed variables, and ambivalent in learning orientation and cooperation variables in the conception of learning were able to predict student academic achievement with a negative correlation. Several other factors that influenced student academic achievement, including regulation of learning Self-regulation, peer influence, and leadership initiative.  ABSTRAKPenelitian bertujuan untuk memperoleh gambaran pengaruh orientasi pembelajaran dan konsepsi belajar terhadap prestasi akademik mahasiswa tahun pertama. Orientasi belajar adalah alasan yang mendorong seseorang untuk belajar dan kuliah, sedangkan konsepsi pembelajaran adalah keyakinan dan pandangan tentang pembelajaran dan fenomena terkait, keduanya merupakan dimensi afektif proses belajar yang ikut menentukan kualitas hasil belajar mahasiswa. Penelitian ini menggunakan mixed method, yakni pendekatan kuantitatif dan kualitatif. Sebagai data kuantitatif sejumlah 207 mahasiswa semester tiga dari fakultas psikologi universitas swasta mengisi kuesioner Inventarisasi Cara Belajar (Bagian B) sebuah alat ukur adaptasi dari Inventory of Learning Styles. Inventarisasi Cara Belajar digunakan untuk mengukur gambaran orientasi pembelajaran dan konsepsi belajar mahasiswa serta pengaruhnya terhadap prestasi akademis, yang dilihat melalui Indeks Prestasi Kumulatif. Data kualitatif diperoleh melalui diskusi kelompok terarah pada satu kelompok mahasiswa dengan IPK tinggi dan satu kelompok mahasiswa dengan IPK rendah. Usia rata-rata partisipan adalah 18,8 tahun, dengan 11% laki-laki dan 89% perempuan. Hasil analisis data menggunakan multiple regression menunjukkan bahwa variabel certificate directed, dan ambivalent dalam orientasi pembelajaran dan variabel cooperation dalam konsepsi belajar mampu memprediksi prestasi akademis mahasiswa dengan korelasi negatif. Beberapa faktor lain yang ditemukan memengaruhi prestasi akademis mahasiswa, di antaranya regulasi pembelajaran Self-regulation, Peer influence, dan Initiative Leadership.

scholarly journals The Influence of Processing and Regulation of Learning on Academic Achievement Amongst First Year Undergraduate Psychology Students in University of North Sumatra

2019 ◽  
Vol 15 (2) ◽  
pp. 36
Author(s):  
Fonds Novel ◽  
Clara R. P. Ajisuksmo ◽  
Sri Supriyantini
Keyword(s):  
Academic Achievement ◽  
Learning Style ◽  
Parental Support ◽  
Student Academic Achievement ◽  
Learning Orientation ◽  
Learning Material ◽  
Student Centered ◽  
Student Centered Learning ◽  
Grade Point ◽  
Learning Style Inventory

Transition of learning from secondary to higher education demands new students to do academic adjustments, especially towards the change from rote learning to student-centered learning. Student-centered learning requires students to process learning material with more depth and to regulate their own learning. These skills often relate with academic achievement. The purpose of this study was to investigate the influence of processing and regulation of learning conducted by first-level students on academic achievement. Other factors that affect academic achievement were explored too, such as student’s sex, parental support, conception of learning, and learning orientation . This study used mixed method. Quantitative data was obtained through Inventarisasi Cara Belajar (ICB) or Learning Style Inventory, which was filled by 180 third-semester students. ICB was used for measuring the processing and regulation of learning and their effect on academic achievement, which is depicted by Grade Point Average (GPA). Qualitative data was obtained through group interviews. Results of the study indicate that lack of regulation is the only one variable that can predict student academic achievement with a negative correlation. Several other factors were found to affect student academic achievement, including learning orientation, learning conceptions, learning motivation, academic commitment, and parental support. Researcher then designed a training based on reciprocal-teaching approach as an intervention with students as the participant.

scholarly journals ANALISIS REGRESI LOGISTIK BINER TERHADAP FAKTOR PENGARUH PRESTASI AKADEMIK MAHASISWA TADRIS MATEMATIKA IAIN PURWOKERTO

2017 ◽  
Vol 18 (1) ◽  
pp. 46-65
Author(s):  
Mutijah Mutijah
Keyword(s):  
Academic Achievement ◽  
Logistic Regression ◽  
Learning Process ◽  
Binary Logistic Regression ◽  
Learning Activities ◽  
Student Academic Achievement ◽  
Binary Logistic Regression Analysis ◽  
Learning Achievement ◽  
Grade Point ◽  
Social Environmental

Abstract: Learning achievement or academic achievement are things that cannot be separated from learning activities because they are the output of the learning process and are evidence of an individual's ability to carry out learning activities. This is in accordance with the definition of learning achievement is the result achieved from a learning process. Student academic achievement can be known after an evaluation is carried out and reflected in the form of a GPA or Grade Point Average (GPA). In general, if the IP or GPA achieved by students of Mathematics Tadris is less than 3 (three) is not as expected, whereas if the IP or GPA achieved 3 (three) or above 3 (three) is as expected. Learning achievement or academic achievement that can be achieved by students is influenced by many intelligence factors or abilities and external factors including economic factors and social environmental factors. Factors from outside the IAIN Purwokerto Mathematics Tadris students can be in the form of scholarships, schools, students or not, and students joining the organization or not when students are studying. Analysis of scholarship factors, school origin, students or not, and students following the organization or not on student academic achievement can be done using binary logistic regression. Based on binary logistic regression analysis the results showed that scholarship factors if categorized as students getting scholarships or not affecting academic achievement were only 0.2%, school-originating factors from the SMA and MA categories had an effect of 22.4%, high school or vocational category 81, 1%, MA or SMK category of 69.9%, MA or MAK category and SMK or MAK have no effect due to the absence of the IAIN Purwokerto Mathematics Tadris student from MAK, the factor of students staying in the cottage or not having an effect is 10.7% , and student factors follow the organization or not at 71.3%. Keywords: Binary Logistic Regression, Scholarship, School Origin, Education, Organization, Achievement.

scholarly journals Dispositional Factors Among Youth: An Examination of their Relationship to Academic Achievement in a Collectivistic Tight Culture

2021 ◽  
Vol 58 (2) ◽  
pp. 6383-6392
Author(s):  
Ramzi Nasser, Lakshmi Narayanan, Rim Chakraoui
Keyword(s):  
Academic Achievement ◽  
Cultural Context ◽  
Private University ◽  
Self Esteem ◽  
Cross Cultural ◽  
Future Research ◽  
Significant Finding ◽  
Grade Point ◽  
Cross Cultural Differences ◽  
Dispositional Factors

With globalization and increasing interdependence between countries, cross-cultural differences between collectivistic and individualistic cultures have become a topic of increasing interest. In this study we examine the predictive validity of dispositional factors in a cross-cultural context. Three dispositional factors: Emotional Intelligence, Locus of Control and Self-Esteem were examined in the collectivistic and socially oriented culture of Oman. This study statistically assessed the prediction power of the three dispositional factors on academic achievement. A sample of 545 university students from a private university in Oman were surveyed. The findings show a strong correlation between Self-Esteem variables and grade point average. A significant finding in our study was that Self-Esteem was negatively related to achievement. The interpretation of the negative relation suggests that in tight cultures, individuals may negatively self-rate their Self-Esteem to compensate for the high achievement in their collective social context.   This study has several important implications for future research in understanding the dynamics and predictability of personality and disposition in a collectivistic culture  

scholarly journals Learning styles and academic achievement among undergraduate medical students in Thailand

2015 ◽  
Vol 12 ◽  
pp. 38 ◽  
Author(s):  
Wichuda Jiraporncharoen ◽  
Chaisiri Angkurawaranon ◽  
Manoch Chockjamsai ◽  
Athavudh Deesomchok ◽  
Juntima Euathrongchit
Keyword(s):  
Academic Achievement ◽  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Undergraduate Medical Students ◽  
Grade Point ◽  
Learning Content ◽  
Index Of Learning Styles ◽  
High Academic Achievement

Purpose: This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles.

scholarly journals The Effect of Lecturer Commitment on Student Academic Achievement toward Student Satisfaction through Perceived Teaching Quality

2020 ◽  
Vol 25 (2) ◽  
pp. 50
Author(s):  
Sopiah Sopiah ◽  
Etta Mamang Sangadji
Keyword(s):  
Academic Achievement ◽  
Student Satisfaction ◽  
Direct Effect ◽  
Private University ◽  
Teaching Quality ◽  
Student Academic Achievement ◽  
Sampling Techniques ◽  
Multi Stage ◽  
Positive Direct ◽  
Significant Direct Effect

The purpose of the study was to examine the direct and indirect effects of lecturer commitments to academic achievement on student satisfaction through perceived teaching quality. The population of this research is all lecturers and students in state and private universities in Indonesia. The research sample used 180 lecturers and 600 state and private university students in East Java, which were obtained by using multi-stage sampling techniques. The main findings of the study prove: 1) There is a positive and significant direct effect of lecturer commitment to academic achievement on perceived teaching quality, 2) There is a significant positive direct ef-fect of lecturer commitment to academic achievement on dental satisfaction 3) There is a significant positive direct effect of perceived teaching quality on student satisfaction, 4) There is a positive and significant indirect effect of lecture-commitment to academic achievement on student satisfaction through perceived teaching quality

scholarly journals Effect of personality traits and learning styles towards students’ academic achievement in Johor Bahru

2018 ◽  
Vol 7 (2.10) ◽  
pp. 4
Author(s):  
Aqeel Khan ◽  
Leong Pyh Shin ◽  
Sanil S Hishan ◽  
Mohamed Sharif Mustaffa ◽  
Amalia Madihie ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Personality Traits ◽  
Learning Style ◽  
Simple Random Sampling ◽  
School Students ◽  
Chi Square ◽  
Grade Point ◽  
The Difference ◽  
Common Learning

The purpose of this study is to investigate the effect of personality traits and learning styles towards the students’ academic achievement in Johor Bahru. A total of 101 students from IPG Kampus Temenggong Ibrahim were chosen to be part of the respondents with the use of simple random sampling. The instrument Big Five Inventory (BFI), Kolb’s Learning Style Inventory and The students’ academic achievement is measured through the Cumulative Grade Point Average, also known as CGPA. Descriptive statistics, Chi-Square Test, Spearman’s Correlation and Multiple Regression was used to anser research questions. The findings revealed that the most common personality traits displayed by the students are Openness and Conscientiousness while the most common learning style displayed by the students is Converger. The research also revealed that there is no significant effect of the combination of both the personality traits and learning style towards the prediction of the academic achievement among school students. The same goes to the difference of personality traits and learning style between male and female students was not significant as well.  

Paket Program, Indeks Prestasi Kumulatif, Umur dan Domisili sebagai Faktor Pembeda Prestasi Akademik Mahasiswa

2021 ◽  
Vol 13 (1) ◽  
pp. 224
Author(s):  
Supriyanto Supriyanto ◽  
Dewi Anggraini ◽  
Fahmi Sulaiman ◽  
Elserra Siemin Ciamas ◽  
Yeni Rachmawati
Keyword(s):  
Academic Achievement ◽  
Grade Point Average ◽  
Canonical Correlation ◽  
Teaching And Learning ◽  
Program Package ◽  
Student Academic Achievement ◽  
Prospective Students ◽  
Tertiary Institution ◽  
Grade Point ◽  
Tertiary Institutions

One measure of success in teaching and learning in tertiary institutions is academic achievement. Through student academic achievement, it will increase the enthusiasm of prospective students in determining the tertiary institution of their choice. This research is aimed to determine the differentiating factors of student academic achievement, with the independent variables, namely Program Package, Grade Point Average (GPA), Age and Domicile. The research conducted included classifying students into two groups based on student academic achievement, so the analysis method used was Discriminant Analysis. The results revealed that the differentiating variables between groups consisted of (1) Grade Point Average and (2) Age. The results of data processing from the Enter / Removed Variables, it is known that the Grade Point Average (GPA) variable can be included in the discriminant equation formation process, while the Program Package, Age, and Domicile variables cannot be included in the discriminant equation formation. Eigenvalues test results, obtained a Canonical Correlation value of 0.852 so that the Square Canonical Correlation (CR2) = (0.852) 2 = 0.7259, it can be concluded that the Student Academic Achievement Variable can be explained by the Variable Program Package, Student Achievement Index (GPA), Age and domicile of 72.59%. The results of the validation state that the level of accuracy is> 50% so that the discriminant function is considered appropriate in classifying students.

scholarly journals Longitudinal Study of the Relationship Between Conscious Self-Regulation, School Engagement and Student Academic Achievement

2021 ◽  
Vol 26 (5) ◽  
pp. 30-42
Author(s):  
T.G. Fomina ◽  
E.V. Filippova ◽  
V.I. Morosanova
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Student Engagement ◽  
School Engagement ◽  
Self Regulation ◽  
Educational Process ◽  
Student Academic Achievement ◽  
Student Groups ◽  
Average Value ◽  
Grade 11

The study seeks to examine the longitudinal relationship between school en¬gagement, conscious self-regulation, and student academic achievement. Research analysis covers the data obtained in two longitudinal studies of two student groups: 8—9 graders (N=106) and 10—11 graders (N=96). Diagnostics of self-regulation was carried out by means of “Self-Regulation Profile of Learn¬ing Activity Questionnaire — SRPLAQ”, school engagement was assessed using “A Multidimensional School Engagement Scale» (Wang et al., 2019; Fomina, Mo¬rosanova, 2020). The average value of annual marks in core academic subjects served as an indicator of academic achievement. The measurements were taken twice, with one-year interval. The study revealed significant changes (decrease) in the level of students’ school engagement during their transition from grade 8 to grade 9. When moving from grade 10 to grade 11, the students significantly increase their levels of self-regulation, school engagement, and academic perfor¬mance. Cross-lagged panel analysis made it possible to establish that conscious self-regulation is a significant predictor of successful learning and high student engagement during the transition to the 9th grade. Whereas in grade 11, student engagement in the educational process, as well as previous academic success, plays a more significant role for successful learning. The data obtained allowed for specifying the directions of the causal relationship between school engage¬ment, conscious self-regulation, and academic achievement of students in differ¬ent periods of schooling.

scholarly journals Learning Style and Academic Achievement among Students at Tabriz University of Medical Sciences, Iran

2018 ◽  
Vol 7 (2) ◽  
pp. 77-81
Author(s):  
Horyeh Sarbazvatan ◽  
Abolghasem Amini ◽  
Nayyereh Aminisani ◽  
SeyedMorteza Shamshirgaran ◽  
Saeideh Ghaffarifar
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Learning Style ◽  
General Information ◽  
Medical Sciences ◽  
Grade Point ◽  
First Semester ◽  
Academic Progression ◽  
Northwest Of Iran ◽  
The University

Background: Variations in learning styles among students could explain many differences in students’ acquisition of knowledge. This study examined the association between learning styles and academic achievement among students at Tabriz University of Medical Sciences in the northwest of Iran. Methods: This research is part of a longitudinal study entitled, "Health and Lifestyle of University Students" among undergraduate, medical, dentistry, and pharmacy students at Tabriz University of Medical Sciences who entered the university in October 2014. A self-administered questionnaire that consisted of general information and Kolb’s learning style was completed by these students during the first eight weeks of their first semester. Academic achievement was assessed using grade point average (GPA) in the following semesters (1 and 2) of the academic year. Results: A total of 452 students were included in this study with a mean age of 19.16 ±1.03. The most prevalent learning style was convergent and the second most common was accommodative.The average GPA of the students was 15.74 ± 1.57 out of a possible 20. The results of a multivariate regression showed that the effect of learning style on academic achievement, in the presence of other variables, was not statistically significant. Sex was able to predict academic progression (β = 0.188, P = 0.001). In addition, GPA was higher among dentistry students(β = 0.128, P = 0.012) and lower among nursing and medical students (β = =-0.211, P = 0.001;β = -0.127, P = 0.015 respectively). Conclusion: Although students’ academic achievement was correlated with their learning style, the popularity of convergent and accommodative styles should be considered in that acknowledging the prevailing learning styles of students could promote academic achievement.

scholarly journals Learning styles, academic achievement, and mental health problems among medical students in Thailand

2016 ◽  
Vol 13 ◽  
pp. 38 ◽  
Author(s):  
Salilthip Paiboonsithiwong ◽  
Natchaya Kunanitthaworn ◽  
Natchaphon Songtrijuck ◽  
Nahathai Wongpakaran ◽  
Tinakon Wongpakaran
Keyword(s):  
Mental Health ◽  
Academic Achievement ◽  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Mental Health Problems ◽  
Demographic Data ◽  
Health Problems ◽  
Grade Point ◽  
First Year Medical Students

Purpose: This study aimed to investigate the prevalence of various learning styles among medical students and their correlations with academic achievement and mental health problems in these students. Methods: This study was conducted among 140 first-year medical students of Chiang Mai University, Thailand in 2014. The participants completed the visual-aural-read/write-kinesthetic (VARK) questionnaire, the results of which can be categorized into 4 modes, corresponding to how many of the 4 types are preferred by a respondent. The 10-item Perceived Stress Scale (PSS-10) and the 21-item Outcome Inventory (OI-21) were also used. The participants’ demographic data, grade point average (GPA), and scores of all measurements are presented using simple statistics. Correlation and regression analysis were employed to analyze differences in the scores and to determine the associations among them. Results: Sixty percent of the participants were female. The mean age was 18.86±0.74 years old. Quadmodal was found to be the most preferred VARK mode (43.6%). Unimodal, bimodal, and trimodal modes were preferred by 35%, 12.9%, and 18.6% of the participants, respectively. Among the strong unimodal learners, visual, aural, read/write, and kinesthetic preferences were reported by 4.3%, 7.1%, 11.4%, and 12.1% of participants, respectively. No difference was observed in the PSS-10, OI-anxiety, OI-depression, and OI-somatization scores according to the VARK modes, although a significant effect was found for OI-interpersonal (F=2.788, P=0.043). Moreover, neither VARK modes nor VARK types were correlated with GPA. Conclusion: The most preferred VARK learning style among medical students was quadmodal. Learning styles were not associated with GPA or mental health problems, except for interpersonal problems.

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