PENGARUH PEMBELAJARAN MENGGUNAKKAN LKS INKUIRI TERINTEGRASI GENERIK SAINS (ITGS) TERHADAP HASIL BELAJAR FISIKA DITINJAU DARI MOTIVASI BERPRESTASI SISWA DI SMAN 1 AIKMEL

The aim of this study was to evaluate difference of influence between inquiry integrated by science generic (IIBSG) student’s work sheet and experiment verification (EV) student’s work sheet learning on students’s phisycs learning outcomes, difference of influence between high and low achievement motivation level on students’s phisycs learning outcomes, and interaction between student’s work sheet and achievement motivation on students’s phisycs learning outcomes. Method of this research was experimental method with a 2x2 faktorial design. Data analyzed with two-way ANOVA. The conclution of this study include there was difference of influence between IIBSG student’s work sheet and EV student’s work sheet learning on students’s phisycs learning outcomes, there was difference influence between high and low achievement motivation level on students’s phisycs learning outcomes, and there was no interaction between student’s work sheet learning and achievement motivation on students’s phisycs learning outcomes.Keywords: IIBSG student’s work sheet, achievement motivation, and student’s phisycs learning outcomes

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PENGARUH MEDIA PEMBELAJARAN DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR TIK SUB JARINGAN KOMPUTER SISWA KELAS IX SMP NEGERI 1 PEGAJAHAN KABUPATEN SERDANG BEDAGAI

JURNAL TEKNOLOGI INFORMASI & KOMUNIKASI DALAM PENDIDIKAN ◽

10.24114/jtikp.v3i1.5004 ◽

2016 ◽

Vol 3 (1) ◽

Author(s):

Irwan Fauzi ◽

Hamonangan Tambunan

Keyword(s):

Learning Outcomes ◽

Achievement Motivation ◽

High Achievement ◽

3D Animation ◽

Low Achievement ◽

2D Animation ◽

Quasi Experimental ◽

The Media ◽

Media Learning ◽

Learning And Achievement

Abstrak: Tujuan penelitian ini adalah: (1) untuk mengetahui Hasil belajar TIK siswa yang diajarkan dengan media animasi 3D dengan yang diajarkan dengan media animasi 2D. (2) untuk mengetahui hasil belajar siswa yang mempunyai motivasi berprestasi tinggi dengan motivasi berprestasi rendah. (3) untuk mengetahui adanya interaksi antara media pembelajaran dan motivasi berprestasi dalam mempengaruhi hasil belajar TIK. Metode penelitian menggunakan metode quasi eksperimen dengan desain penelitian faktorial 2 x 2. Teknik analisis data menggunakan ANAVA pada taraf signifikan a = 0,05. Hasil penelitian menunjukkan bahwa: (1) hasil belajar TIK siswa yang diajar dengan media animasi 3D lebih tinggi daripada hasil belajar TIK siswa yang diajar dengan media animasi 2D, (2) hasil belajar TIK siswa yang mempunyai motivasi berprestasi tinggi lebih tinggi daripada hasil belajar TIK yang mempunyai motivasi berprestasi rendah, dan (3) terdapat interaksi antara media pembelajaran dan motivasi berprestasi terhadap hasil belajar TIK siswa. Hasil penelitian ini menyimpulkan bahwa media animasi 3D lebih baik diajarkan kepada siswa yang mempunyai motivasi berprestasi tinggi dan media animasi 2D baik digunakan kepada siswa yang mempunyai motivasi berprestasi rendah dan terdapat interaksi antara media pembelajaran dan motivasi berprestasi. Kata Kunci: media animasi 3D, media animasi 2D, motivasi berprestasi, belajar TIK Abstract: The purpose of this study are: (1) to assess the learning outcomes of ICT students taught with 3D animation media to those taught by the media of 2D animation. (2) to assess learning outcomes of students with high achievement motivation with low achievement motivation. (3) to investigate the interaction between media learning and achievement motivation in influencing ICT learning outcomes. The research method using quasi-experimental research design 2 x 2 factorial Data were analyzed using ANOVA at the significant level a = 0.05. The results showed that: (1) the results of ICT learning students who are taught by media 3D animation higher in the ICT learning students who are taught by the media of 2D animation, (2) the results of ICT learning students with high achievement motivation is higher than the results of ICT learning who have low achievement motivation, and (3) there is no interaction between the media learning and achievement motivation on ICT learning outcomes of students. The results of this study concluded that the media better 3D animation is taught to students with high achievement motivation and good 2D animation media used to students with low achievement motivation and there was an interaction between the media learning and achievement motivation. Keywords: media 3D animation, 2D animation media, achievement motivation, learning ICT

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

Psychology and Education Journal ◽

10.17762/pae.v58i1.1735 ◽

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.

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Pendekatan Proses Sains Menggunakan Metode Eksperimen Bebas Termodifikasi dan Eksperimen Terbimbing untuk Peningkatan Hasil Belajar Dan Kreativitas Belajar

Journal of Education, Humaniora and Social Sciences (JEHSS) ◽

10.34007/jehss.v3i3.469 ◽

2021 ◽

Vol 3 (3) ◽

pp. 996-1003

Author(s):

Megawati Ritonga ◽

Ayi Darmana ◽

Ucu Rahayu

Keyword(s):

Student Learning ◽

Experimental Method ◽

Learning Outcomes ◽

Design Data ◽

Class A ◽

School Year ◽

Class B ◽

Quasi Experimental ◽

The Relationship ◽

Research Analysis

This study aims to determine the relationship between learning outcomes with student learning creativity. This research was carried out in SD Negeri 118401 Pinang Awan in the odd semester of the 2019/2020 school year. The population is all students of class IV as many as 70 students consisting of 2 classes, class A and class B which are 35 students each. All populations are sampled. Class A as an experimental class one and class B experimental class two. The instruments used were tests and learning motivation questionnaires. The test instruments consisted of 11 items multiple choices and 42 items in the questionnaire. The study used a quasi-quasi-experimental method (Quasi Experiment Design). Data analysis techniques used the t-test at a significant level ɑ = 0.05.The results of the research analysis is a relationship between learning outcomes with student learning creativity seen from Sig. (2-tailed) 0.011 <0.05. The conclusion that students use the modified free experimental method is better than the science learning outcomes of students using the guided experimental method. Whereas the creativity that is taught using the modified free method and the guided experimental method is low.

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

Jurnal Ilmu Pendidikan ◽

10.17977/um048v24i2p80-85 ◽

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.

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

Asian Social Science ◽

10.5539/ass.v13n9p137 ◽

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.

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Pengaruh Strategi Pembelajaran dan Motivasi Berprestasi Terhadap Hasil Belajar Siswa SMA

Kappa Journal ◽

10.29408/kpj.v5i1.3548 ◽

2021 ◽

Vol 5 (1) ◽

pp. 80-87

Author(s):

Tsamarul Hizbi ◽

◽

Sapiruddin Sapiruddin ◽

Badrul Wajdi ◽

◽

...

Keyword(s):

High School ◽

High School Students ◽

Learning Outcomes ◽

Learning Strategies ◽

Achievement Motivation ◽

High Achievers ◽

Low Achievement ◽

School Students ◽

Physics Learning ◽

The Difference

This study aims to determine; (1) The difference between the physics learning outcomes of high school students who were taught using inquiry strategies and those taught with group investigation, (2) The effect of the interaction between learning strategies and achievement motivation on learning outcomes of high school students, (3) Differences in learning outcomes of high school students who have motivation High achievers were taught with inquiry strategy with students who were taught by group investigation., (4) Differences in physics learning outcomes of high school students with low achievement motivation were taught using inquiry strategy with students who were taught with group investigation (1) There were differences in physics learning outcomes for high school students those who were taught with inquiry strategies with students who were taught with group investigation., (2) There was an interaction effect between learning strategies and achievement motivation on the learning outcomes of high school students., (3) There were differences in physics learning outcomes for high school students with high achievement motivation to be studied. show with the Inquiry strategy with students who were taught with group investigation., (4) There was no difference in the results of studying physics for high school students who had low achievement motivation learned by inquiry strategy with students who were taught with group investigation.

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

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v12i1.14503 ◽

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

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IMPROVING STUDENTS’ ACHIEVEMENT MOTIVATION THROUGH ROLEPLAY

International Journal of Global Operations Research ◽

10.47194/ijgor.v1i3.49 ◽

2020 ◽

Vol 1 (3) ◽

pp. 96-102

Author(s):

Mochamad Abdul Azis Amir ◽

Ananda Rachmaniar ◽

Hendri Rismayadi ◽

Andre Julius

Keyword(s):

Experimental Method ◽

Achievement Motivation ◽

Role Play ◽

Control Group ◽

Low Achievement ◽

Control Group Design ◽

Group Design ◽

Quasi Experimental ◽

Students Attitudes ◽

Academic Year

The background of the study is the low achievement motivation of the studentsin which they are unable to show their potential optimally. Thisstudy aims to increase the students’achievementmotivation throughroleplay. The study employed a quasi-experimental method with a nonequivalent (pretest and posttest) control group design. The participants of the study were the grade X students ofSMAN 6 Bandung in academic year 2019/2020. The result shows that students’ achievement motivation is increased through role play. Role playtechniqueis able to provide changes in the students’ attitudes which are supported by the results of the assessment conducted on selected students as assessors.

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PENGARUH PENDEKATAN PEMBELAJARAN DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR MATEMATIKA SISWA DI SMP NEGERI MEDAN

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v9i1.4895 ◽

2016 ◽

Vol 9 (1) ◽

Author(s):

Zulkarnaen Arafat Simatupang ◽

Mukhtar .

Keyword(s):

Learning Outcomes ◽

Achievement Motivation ◽

Mathematics Learning ◽

Study Data ◽

Learning Approach ◽

Mathematics Students ◽

Low Achievement ◽

Realistic Mathematics ◽

Quasi Experimental ◽

The Difference

Abstrak: Tujuan penelitian ini untuk mengetahui: (1) perbedaan antara hasil belajar matematika siswa yang diajar dengan pendekatan pembelajaran matematika realistik (PMR) dan hasil belajar matematika siswa dengan pendekatan pembelajaran ekspositori; (2) perbedaan hasil belajar matematika yang mempunyai motivasi berprestasi tinggi dengan siswa yang mempunyai motivasi berprestasi rendah; (3) interaksi antara pendekatan pembelajaran dengan motivasi berprestasi terhadap hasil belajar matematika siswa. Metode penelitian menggunakan metode Quasi eksperimen dengan desain penelitian faktorial 2 x 2. Teknik analisis data menggunakan ANAVA dua jalur pada taraf signifika = 0,05. Hasil analisis penelitian menunjukkan bahwa: (1) hasil belajar matematika siswa yang diajar dengan pendekatan pembelajaran matematika realistik (PMR) lebih tinggi dari pada hasil belajar matematika siswa yang diajar dengan pendekatan pembelajaran ekspositori terdapat perbedaan yang signifikan antara hasil belajar matematika siswa yang mempunyai motivasi berprestasi tinggi dengan siswa yang mempunyai motivasi berprestasi rendah, terdapat interaksi antara pendekatan pembelajaran dan motivasi berprestasi terhadap hasil belajar matematika siswa. Kata Kunci: pendekatan pembelajaran, motivasi berprestasi terhadap hasil belajar matematika Abstract: The purpose of this study to determine: (1) the difference between the results of students' mathematics learning taught by realistic mathematics learning approach (PMR) and mathematics learning outcomes of students with expository approach; (2) differences in mathematics learning outcomes that have high achievement motivation in students with low achievement motivation; (3) the interaction between learning approach to achievement motivation on students' mathematics learning outcomes. The research method using Quasi experimental design with 2 x 2 factorial study data were analyzed using ANOVA two paths at the level signifika = 0.05. Results of the analysis showed that: (1) the results of students' mathematics learning taught by learning approach realistic mathematics (PMR) is higher than on learning outcomes for mathematics students who are taught to approach expository there are significant differences between the results of learning mathematics students with achievement motivation high students with low achievement motivation, there is interaction between learning approach and achievement motivation on students' mathematics learning outcomes. Keywords: approach to learning, achievement motivation on learning outcomes mathematics

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

Jurnal Teknologi Pendidikan (JTP) ◽

10.24114/jtp.v9i1.4891 ◽

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

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