scholarly journals PENINGKATAN PEMAHAMAN KONSEP DAN MOTIVASI BELAJAR SISWA MELALUI SIMULASI PHYSIC EDUCATION TECHNOLOGY (PhET)

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Khaerunnisak Khaerunnisak
Keyword(s):  
Student Motivation ◽  
Learning Experience ◽  
Education Technology ◽  
Motivation To Learn ◽  
Physic Education ◽  
Liquid Pressure ◽  
Reference Class ◽  
Virtual Lab ◽  
Quasi Experimental ◽  
The Subject

Simulation of Physic Education Technology (PhET) is a simulation that contains about learning physics, chemistry and biology. PhET can replace a real lab into a virtual lab for PhET simulations can provide a learning experience at the same time play. This study aims to determine the effect PhET simulations of improving understanding the concept of the material liquid pressure and to determine the effect PhET simulations to increase student motivation to learn the material pressure liquid. Subjects in this study were students VIIIA and VIIIB MTsS Insan Quranic, Aceh Besar, with the number of students are 30 children. The VIIIA Class is the reference class in this study and the VIIIB classis the subject of experimental class. This study used a quasi-experimental. The instrumen  research used understanding test of concepts and questionnaires. The conseptual understanding is conducted by pretest and posttest, each of the testconsisting of 15 questions choice. The questionnaire to measure students motivationusing Likert scale.Keywords: PhET Simulation, Conseptual Understanding, Learning Motivation

scholarly journals PENGARUH PEMBELAJARAN KOOPERATIF TIPE THINK-PAIR-SHARE (TPS) DAN NUMBERED-HEADS-TOGETHER (NHT) TERHADAP MOTIVASI DAN HASIL BELAJAR MATEMATIKA

2018 ◽  
Vol 17 (2) ◽  
pp. 121-128
Author(s):  
Gunawan Maryoto
Keyword(s):  
Data Analysis ◽  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Experimental Research ◽  
Student Motivation ◽  
Learning Model ◽  
Motivation To Learn ◽  
Control Groups ◽  
Quasi Experimental ◽  
And Control

This quasi – experimental research aims to determinethe effect of cooperative learning model Think Pair Share (TPS) and Numbered Heads Together (NHT) on students' mathematics achievement, and the effect ofcooperative learning model TPSand NHT on student motivation.Three classes were randomly selected for experiment and control groups, each class consists of 32 students. A questionnaire of 26 items is used to measure motivation test, and a test consisting of nine questions is used for measuring mathematics achievement. T-test was used for data analysis. The findings show that there is significant effect of both cooperative learningTPS model and NHT model onstudent mathematics achievement. However, the effect of  TPS and NHT models on student motivation to learn mathematics is not significant.   Penelitian ini dimaksudkan untuk menganalisis  pengaruh pembelajaran kooperatif tipe TPS dan tipe NHT terhadap motivasi dan hasil belajar matematika. Penelitian ini melibatkan 3 kelas experimen dan kelas control, masing-masing terdiri dari 32 siswa. Instrumen yang digunakan berupa tes motivasi yang terdiri dari 26 indikator, dan tes matematika yang terdiri dari 9 pertanyaan. Hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan penggunaan model pembelajaran kooperatif tipe TPS terhadap hasil belajar matematika siswa, demikian pula penggunaan model pembelajaran kooperatif tipe NHT juga berpengaruh positif terhadap hasil belajar matematika siswa.  Namun tidak ada perbedaan signifikan hasil belajar matematika menggunakan model pembelajaran kooperatif tipe TPS dengan model pembelajaran kooperatif tipe NHT. Di samping itu ditemukan pengaruh yang signifikan penggunaan model pembelajaran kooperatif tipe TPSdan Tipe NHT terhadap motivasi belajar matematika siswa.

scholarly journals PENGARUH MOTIVASI DALAM PEMBELAJARAN

2017 ◽  
Vol 4 (2) ◽  
pp. 87
Author(s):  
Maryam Muhammad
Keyword(s):  
Learning Outcomes ◽  
Student Motivation ◽  
Educational Program ◽  
Goal Attainment ◽  
Learning Experience ◽  
Learning Objectives ◽  
Behavioral Changes ◽  
Motivation To Learn ◽  
Study Results ◽  
High Motivation

That the learning outcomes is an overview of the progress or development of students from the first to follow the educational program until the time they ended the educational program which he passes. So the study results can be seen after learners gain experience learning and behavioral changes. So with a change in the student after a learning experience and that's called learning outcomes. Someone students who have high motivation to learn, have the drive or desire to learn a subject, students who have the desire and drive to learn a subject guided by their needs. One needs are close to success in learning a subject is need for achievement. That students who have high motivation to learn, will be marked with a bold desire to compete and receive feedback and encouragement to always be responsible and goal attainment. That students who have the drive to take responsibility and achievement of learning objectives, makes the learners to always be disciplined and focused in learning a subject. Therefore, students who have high motivation to learn, will get better learning outcomes compared to students with low learning motivation. Thus, if in improving learning outcomes of a subject, the need for efforts to increase student motivation. Motivation is realized in the form of action, is one factor that can be used to predict the progress of learning.

Reforming heat and power technology course using student feedback to enhance learning experience

2020 ◽  
pp. 030641901989993
Author(s):  
Ioanna Aslanidou ◽  
Nathan Zimmerman ◽  
Evangelia Pontika ◽  
Anestis I Kalfas ◽  
Konstantinos G Kyprianidis
Keyword(s):  
Student Performance ◽  
Student Motivation ◽  
Learning Experience ◽  
Student Feedback ◽  
Educational Goals ◽  
The Past ◽  
The Subject ◽  
Essential Skills ◽  
Mind Set ◽  
Insight Into

The main outcomes of an engineering course should be for the students to achieve the educational goals, enhance their problem solving capabilities and develop essential skills for their future career. In that context, it is important to understand what motivates the students and what helps them develop an engineering mind-set. This paper discusses the improvement of a course with the use of student feedback to motivate students and help them develop essential skills. The purpose of the paper is to provide insight into how different aspects of the course are linked to the students’ growth. Different activities have been integrated in the course over the past years. The effect these have on the student motivation to follow the course and develop skills, knowledge and interest in the subject is discussed through the analysis of student performance, student feedback and the experience of the lecturers. The improvements in the course based on the student feedback were received positively by the students, whose learning experience improved, even though the workload of the course was high. Their motivation to successfully complete the course has also increased through the changes in the delivery of the course and the support by the teachers. The combination of student feedback and teacher experience is key for the improvement of a course, while ensuring that the students develop their engineering knowledge. Therefore, the teachers should strike a balance between helping the students find the solution and encouraging them to think on their own in order to develop essential skills.

scholarly journals Penerapan Outdoor Learning dengan Media Klinometer Terhadap Aktivitas dan Kemampuan Komunikasi Matematis Siswa

2017 ◽  
Vol 2 (1) ◽  
pp. 28-39
Author(s):  
Noor Fajriah ◽  
Selfina Soraya
Keyword(s):  
Communication Skills ◽  
Learning Experience ◽  
Boarding School ◽  
Outdoor Learning ◽  
Mathematical Communication ◽  
Average Improvement ◽  
Quasi Experimental ◽  
The Subject ◽  
Mastery Criteria

This study aims to explain about students’ activities, mathematical communication skills, students’ achievement and students' responses toward the implementation of outdoor learning using clinometers through utilization of schoolyard as a learning resource on the topic of trigonometry in SMA Global Islamic Boarding School (GIBS). The method employed in this study is quasi-experimental with one shot case study. The subject of this study includes 25 female students who are in 10 grade of natural science class. The data are collected through observation, written tests, and questionnaire. Data gained are analyzed using descriptive statistic. The result indicates that: 48% of students’ activities are in the category of active and very active; the average improvement of student’s mathematical communication skills is in the high category; there are 80% of students’ achievements passed the minimum mastery criteria; the students’ responses are satisfied with the learning experience through the implementation of outdoor learning.

scholarly journals Gains in active learning of physics: a measurement applying the test of understanding graphs of kinematics

2021 ◽  
Vol 2073 (1) ◽  
pp. 012003
Author(s):  
C A Hernández ◽  
R Prada Núñez ◽  
A A Gamboa
Keyword(s):  
Active Learning ◽  
Learning Experience ◽  
Quality Education ◽  
Pedagogical Practice ◽  
Learning Gain ◽  
Quasi Experimental ◽  
The Subject ◽  
Learn Physics ◽  
Conceptual Evolution ◽  
Elementary And Middle School

Abstract To teach the subject of physics in the classroom it is required that the teacher has and plans to carry a didactic strategy with him. Within this context is the methodology called Active physics learning, which is a strategy within the classroom and in the laboratory, as it allows the student to learn physics without depending on a textbook or the teacher who guides the course. The test of understanding graphs of kinematics assesses students’ comprehension of kinematics. We report the application of an active learning experience for the conceptual learning of kinematics of students taking the subject of physics in an elementary and middle school. The study is quasi-experimental with a single group of 29 students using a pretest-intervention-posttest design. With the results of the pretest and posttest the Hake learning gain index was estimated and showed evidence of the implementation of active learning in the conceptual evolution of students in kinematic concepts and their representation by means of graphs. This becomes a precedent for the improvement of pedagogical practice in favor of quality education.

scholarly journals Peningkatan Motivasi Belajar Menggunakan Contextual Teaching and Learning di Madrasah Ibtidaiyah Swasta Raudhatul Mujawwidin Tebo

2020 ◽  
Vol 5 (1) ◽  
pp. 16
Author(s):  
Juni Astuti ◽  
Mona Novita ◽  
M. Syukri Ismail
Keyword(s):  
Action Research ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Class Ii ◽  
Research Approach ◽  
Motivation To Learn ◽  
Action Variable ◽  
The Subject ◽  
Almost All ◽  
Low Motivation

<p class="abstrak"><em>This research was motivated by the low motivation to learn students in class II MIS Raudhatul Mujawwidin on moral subjects. The purpose of this study is to analyze the increase in student motivation in moral subjects with the CTL approach. The research approach is qualitative with the action research method through the Kemmis and Taggart model with two cycles. The results showed that: First, the level of student motivation in moral subjects with the CTL approach in the first cycle increased to 64.69% from the previous only 36.84%. This means that the use of the CTL approach is quite a solution in overcoming the low motivation of student learning, so that it remains used as an action variable for cycle II. Secondly, the level of students' motivation in the subject of morality with the CTL approach in the second cycle increased to 82.89%. Of the six indicators of student motivation to learn, only one indicator that is in the category of "moderately motivated" is the indicator of appreciation in learning. This shows that the application of the CTL approach can increase student motivation in class II MI Raudhatul Mujawwidin on the subject of the morality of the material of faith in God as evidenced from almost all indicators of student motivation to learn in the "highly motivated" category.</em></p><p class="abstrak">Penelitian ini dilatarbelakangi oleh rendahnya motivasi belajar siswa di kelas II MIS Raudhatul Mujawwidin pada mata pelajaran akidah akhlak. Tujuan penelitian ini adalah untuk menganalisis peningkatan motivasi belajar siswa pada mata pelajaran akidah akhlak dengan pendekatan CTL. Pendekatan penelitian yaitu kualitatif dengan metode action research melalui model Kemmis and Taggart dengan dua siklus. Hasil penelitian menunjukkan bahwa: Pertama, tingkat motivasi belajar siswa pada mata pelajaran akidah akhlak dengan pendekatan CTL di siklus I meningkat menjadi 64,69% dari sebelumnya hanya 36,84%. Hal ini berarti bahwa penggunaan pendekatan CTL cukup menjadi solusi dalam mengatasi rendahnya motivasi belajar siswa, sehingga tetap dijadikan sebagai variabel tindakan untuk siklus II. Kedua, tingkat motivasi belajar siswa pada mata pelajaran akidah akhlak dengan pendekatan CTL di siklus II meningkat menjadi 82,89%. Dari keenam indikator motivasi belajar siswa, hanya satu indikator yang berada dikategori “cukup termotivasi”, yaitu indikator penghargaan dalam belajar. Hal ini menunjukkan bahwa penerapan pendekatan CTL dapat meningkatkan motivasi belajar siswa di kelas II MI Raudhatul Mujawwidin pada mata pelajaran akidah akhlak materi beriman kepada Allah yang dibuktikan dari hampir semua indikator motivasi belajar siswa berada pada kategori “sangat termotivasi”.</p>

scholarly journals Gamification in Higher Education: Impact on Student Motivation and the Acquisition of Social and Civic Key Competencies

2020 ◽  
Vol 12 (12) ◽  
pp. 4822 ◽  
Author(s):  
José-María Campillo-Ferrer ◽  
Pedro Miralles-Martínez ◽  
Raquel Sánchez-Ibáñez
Keyword(s):  
Higher Education ◽  
Experimental Study ◽  
Undergraduate Students ◽  
Student Motivation ◽  
Learning Experience ◽  
Student Response ◽  
Student Response System ◽  
Response System ◽  
Quasi Experimental ◽  
Key Competencies

This study investigates to what extent the popular online gaming platform called Kahoot can be used as a creative and effective tool to promote motivation, engagement and meaningful learning. For this purpose, a quasi-experimental study was conducted with a sample of 101 undergraduate students of education who participated in online Kahoot quizzes by designing their own questions as part of the formative assessment. According to the results of the pre- and post-tests, the integration of this game-based student response system into the teaching process improved students’ perception of certain concepts in social science teaching, increased their active participation in the lesson, and motivated them towards learning in a more interactive and stimulating environment. Therefore, it is recommended to take gamification to a whole new level with attractive digital participation platforms to increase motivation and enhance students’ learning experience in higher education contexts.

scholarly journals Student Motivation Profiles: Ukrainian Studies at the Postsecondary Level in Canada

2017 ◽  
Vol 4 (1) ◽  
pp. 63
Author(s):  
Alla Nedashkivska ◽  
Olena Sivachenko
Keyword(s):  
Student Motivation ◽  
Learning Experience ◽  
Subject Area ◽  
Motivational Factors ◽  
Learning Situation ◽  
L2 Motivation ◽  
Language Courses ◽  
Integrative Motivation ◽  
The Subject ◽  
Motivation Profiles

The study investigates postsecondary student motivation and demotivation for studying Ukrainian language, culture, folklore, literature, linguistics, and history. Four groups of students from one Canadian postsecondary institution are studied: (i) students taking Ukrainian language courses; (ii) those in Ukrainian content courses; (iii) students who took a language course at the postsecondary level in the past but did not continue; and (iv) students active in the Ukrainian community who have never taken any Ukrainian studies courses at the postsecondary level but are potentially interested in Ukrainian studies.The analysis is grounded in Dörnyei’s motivational framework, which categorizes L2 motivation into three levels: the language level (in this study, ‘subject area’), the learner level, and the learning situation level (“Motivation”). The subject area level deals with reasons to learn certain subjects: instrumental and integrative motivation. The learner level focuses on learners’ personality traits and cognition. The learning situation level relates to learning environment. Dörnyei’s framework is employed to develop a motivational questionnaire, used as an instrument. The results are analyzed both quantitatively and qualitatively. The quantitative data are elicited through participant responses to close-ended questions, showing the distribution and significance of various motivational factors in different groups of students under study. The qualitative analysis is based on participant responses to open-ended questions, allowing us to analyze both responses and perspectives on how their motivation relates to learning experience and the learning process overall. The combination of the two methods of analysis contributes to a multi-faceted understanding of motivational factors and yields pedagogical implications. The article concludes with a list of recommendations that stem from these analyses.

scholarly journals ANALISIS PENGARUH KOMPETENSI KEPRIBADIAN GURU DENGAN MOTIVASI BELAJAR SEBAGAI VARIABEL INTERVENING TERHADAP PRESTASI BELAJAR SISWA KELAS X ADMINISTRASI PERKANTORAN

2016 ◽  
Vol 1 (1) ◽  
pp. 109
Author(s):  
Nur Rofiah Darojah ◽  
Hady Siti Hadijah
Keyword(s):  
Student Achievement ◽  
Student Motivation ◽  
Research Method ◽  
Survey Methods ◽  
Learning Motivation ◽  
Motivation To Learn ◽  
Simple Regression Analysis ◽  
The Subject ◽  
Positive Effect ◽  
Simple Regression

Penelitin ini bertujuan untuk menganlisis apakah kompetensi kepribadian guru berpengaruh positif dan signifikan terhadap prestasi belajar siswa melalui motivasi belajar siswa secara langsung maupun tidak langsung kelas X pada mata pelajaran produktif Administrasi Perkantoran SMK di Kota Cimahi. Penelitian menggunakan metode survey dengan teknik penyebaran angket kepada 94 responden dan teknik analisis data menggunakan analisis regresi sederhana. Hasil penelitian menunjukkan bahwa kompetensi kepribadian guru berpengaruh positif dan signifikan terhadap motivasi belajar siswa, sehingga dapat disimpulkan bahwa semakin tinggi kompetensi kepribadian guru maka semakin tinggi pula motivasi belajar siswa. Motivasi belajar siswa berpengaruh positif terhadap prestasi belajar siswa, sehingga dapat disimpulkan semakin tinggi motivasi belajar siswa maka semakin tinggi pula prestasi belajar siswa. Kompetensi kepribadian guru berpengaruh positif dan signifikan secara langsung maupun tidak langsung terhadap prestasi belajar siswa melalui motivasi belajar siswa, sehingga dapat disimpulkan semakin tinggi kompetensi kepribadian guru melalui motivasi belajar siswa maka semakin tinggi prestasi belajar siswa.Kata Kunci: kompetensi kepribadian guru, motivasi belajar, prestasi belajar AN ANALYSIS OF THE INFLUENCE OF PERSONAL COMPETENCE OF TEACHERS WITH MOTIVATION TO LEARN AS AN INTERVENING VARIABLE ON ACHIEVEMENT OF ADMINISTRATIVE OFFICE STUDENT GRADE XThis study aimed to analyze the influence of teacher’s personality competence has positive and significant impact toward student achievement through students’ learning motivation directly or indirectly on the subject of class X of Office Administration productive SMK in Cimahi. The research method used survey methods by distributing questionnaires to 94 students as respondents in grade X of Office Administration and data analyzed by simple regression analysis. The results showed that the of the teacher's personality competence has positive and significant impact on student motivation, so it can be concluded that the higher of the teacher's personality competence, the higher the students' learning motivation. Students’ learning motivation has positive effect on student achievement, so it can be concluded the higher the students' learning motivation, the higher the student achievement. The teacher's personality competence has positive and significant impact on student achievement through students’ learning motivation, so it can be concluded the higher the of the teacher's personality competence through the students' learning motivation, the higher of student achievement.Keywords: teacher's personality competence, learning motivation, academic achievement

The Effectiveness of Using the Group Investigation Model in Improving Mathematics Motivation in SMK Dwi Tunggal 1 Tanjung Morawa

2020 ◽  
Vol 3 (01) ◽  
pp. 154-163
Author(s):  
Fadilah ◽  
Halomoan, T.H ◽  
Priyanda, R
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Student Motivation ◽  
Learning Model ◽  
Motivation To Learn ◽  
Learn Mathematic ◽  
Mathematics Motivation ◽  
Process Observation

This research aims to find out whether by applying a group investigation leraning model can increase student’s motivation to learn mathematic grade X in SMK Dwi Tunggal 1 Tanjung Morawa. The research instruments used were observation and questioner. The observations used are statements of the learning process. Observation consists of observation sheets on the effectiveness of student learning, and observation of student learning motivation.The population this study is Students Class off X SMK Dwi Tunggal 1 Tanjung Morawa, while the sample in this study was a class off X-AP SMK Dwi Tunggal 1 Tanjung Morawa. From the results of the study can be seen an in crease student motivation to learn mathimatics by using a learning model of investigation b 75% at the first meeting and is categorized as effective, while at the second meeting it reaches 80% and is categorized as effective. Thereofere the use of the group investigation learning model is effective in creasing the motivation to learn mathematic in students of SMK Dwi Tunggal 1 Tanjung Morawa.  

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