Scientific Literacy Profile Based on Multiple Intelligences and Learning Motivation

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Academic Achievement ◽  
Multiple Intelligences ◽  
Secondary Students ◽  
Random Sampling ◽  
Scientific Literacy ◽  
Science Learning ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Correlational Research ◽  
Science Motivation

Burhān al-Dīn al-Zarnūjī in his treatise Ta'līm al-Muta'allim Ṭorīq al-Ta'allum informed that the academic achievement has six things dependency: ingenious acumen (intelligences), fervent desire (motivation), patience (when find difficulties), sufficent sustenance (to complete learning), guidance of a teacher (through learning), and length of time (intensively). Based on this perspective, we was empirically tested students scientific literacy through correlational research. In particular, first, multiple intelligences was examined based on Multiple Intelligences Survey (MIS). Second, science learning motivation was explored used Science Motivation Questionnaire II (SMQ-II). Third, scientific literacy was tested that focused on competence domain and environmental content. The participants of the study were 128 secondary students in Kabupaten Kudus choosen by random sampling technique. We used Pearson r to elaborate relation of scientific literacy with each type of multiple intelligences nor component of science learning motivation. It reveals that naturalistic intelligence and self-efficacy has strong correlation with scientific literacy. The findings suggest that it is important to facilitate students’ intelligence and motivations to guide them on achieving scientific literacy.

Scientific Literacy Based on Multiple Intelligences and Learning Motivation

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Academic Achievement ◽  
Multiple Intelligences ◽  
Secondary Students ◽  
Random Sampling ◽  
Scientific Literacy ◽  
Science Learning ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Correlational Research ◽  
Science Motivation

Burhān al-Dīn al-Zarnūjī in his treatise Ta'līm al-Muta'allim Ṭorīq al-Ta'allum informed that the academic achievement has six things dependency: ingenious acumen (intelligences), fervent desire (motivation), patience (when find difficulties), sufficent sustenance (to complete learning), guidance of a teacher (through learning), and length of time (intensively). Based on this perspective, we was empirically tested students scientific literacy through correlational research. In particular, first, multiple intelligences was examined based on Multiple Intelligences Survey (MIS). Second, science learning motivation was explored used Science Motivation Questionnaire II (SMQ-II). Third, scientific literacy was tested that focused on competence domain and environmental content. The participants of the study were 128 secondary students in Kabupaten Kudus choosen by random sampling technique. We used Pearson r to elaborate relation of scientific literacy with each type of multiple intelligences nor component of science learning motivation. It reveals that naturalistic intelligence and self-efficacy has strong correlation with scientific literacy. The findings suggest that it is important to facilitate students’ intelligence and motivations to guide them on achieving scientific literacy.

Scientific Literacy Profile Based on Multiple Intelligences and Learning Motivation

2020 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Academic Achievement ◽  
Multiple Intelligences ◽  
Secondary Students ◽  
Random Sampling ◽  
Scientific Literacy ◽  
Science Learning ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Correlational Research ◽  
Science Motivation

Burhān al-Dīn al-Zarnūjī in his treatise Ta'līm al-Muta'allim Ṭorīq al-Ta'allum informed that the academic achievement has six things dependency: ingenious acumen (intelligences), fervent desire (motivation), patience (when find difficulties), sufficent sustenance (to complete learning), guidance of a teacher (through learning), and length of time (intensively). Based on this perspective, we was empirically tested students scientific literacy through correlational research. In particular, first, multiple intelligences was examined based on Multiple Intelligences Survey (MIS). Second, science learning motivation was explored used Science Motivation Questionnaire II (SMQ-II). Third, scientific literacy was tested that focused on competence domain and environmental content. The participants of the study were 128 secondary students in Kabupaten Kudus choosen by random sampling technique. We used Pearson r to elaborate relation of scientific literacy with each type of multiple intelligences nor component of science learning motivation. It reveals that naturalistic intelligence and self-efficacy has strong correlation with scientific literacy. The findings suggest that it is important to facilitate students’ intelligence and motivations to guide them on achieving scientific literacy.

Scientific Literacy Profile Based on Multiple Intelligences and Learning Motivation

2020 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Academic Achievement ◽  
Multiple Intelligences ◽  
Secondary Students ◽  
Random Sampling ◽  
Scientific Literacy ◽  
Science Learning ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Correlational Research ◽  
Science Motivation

Burhān al-Dīn al-Zarnūjī in his treatise Ta'līm al-Muta'allim Ṭorīq al-Ta'allum informed that the academic achievement has six things dependency: ingenious acumen (intelligences), fervent desire (motivation), patience (when find difficulties), sufficent sustenance (to complete learning), guidance of a teacher (through learning), and length of time (intensively). Based on this perspective, we was empirically tested students scientific literacy through correlational research. In particular, first, multiple intelligences was examined based on Multiple Intelligences Survey (MIS). Second, science learning motivation was explored used Science Motivation Questionnaire II (SMQ-II). Third, scientific literacy was tested that focused on competence domain and environmental content. The participants of the study were 128 secondary students in Kabupaten Kudus choosen by random sampling technique. We used Pearson r to elaborate relation of scientific literacy with each type of multiple intelligences nor component of science learning motivation. It reveals that naturalistic intelligence and self-efficacy has strong correlation with scientific literacy. The findings suggest that it is important to facilitate students’ intelligence and motivations to guide them on achieving scientific literacy.

scholarly journals Scientific Literacy Based on Multiple Intelligences and Learning Motivation

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Academic Achievement ◽  
Multiple Intelligences ◽  
Strong Correlation ◽  
Random Sampling ◽  
Scientific Literacy ◽  
Science Learning ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Correlational Research ◽  
Science Motivation

Burhān al-Dīn al-Nu’mān ibn Ibrōhīm al-Zarnūjī in his treatise entitled “Ta'līm al-Muta'allim Ṭorīq al-Ta'allum” informed that the academic achievement has six things dependency: ingenious acumen, fervent desire, resilience, sufficent sustenance, guidance of a teacher, and length of time. Based on this perspective, we was empirically tested students scientific literacy through correlational research. In particular, first, multiple intelligences was examined based on Multiple Intelligences Survey (MIS). Second, science learning motivation was explored used Science Motivation Questionnaire II (SMQ-II). Third, scientific literacy was tested that focused on competence domain and environmental content. The participants of the study were 128 students in Kabupaten Kudus choosen by random sampling technique. We used Pearson r to elaborate relation of scientific literacy with each type of multiple intelligences nor component of science learning motivation. It reveals that naturalistic intelligence and self-efficacy has strong correlation with scientific literacy. The findings suggest that it is important to facilitate students’ intelligence and motivations to guide them on achieving scientific literacy.

scholarly journals Literasi Saintifik Berdasarkan Kecerdasan Majemuk dan Motivasi Belajar

2019 ◽  
Vol 13 (2) ◽  
pp. 126
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Academic Achievement ◽  
Multiple Intelligences ◽  
Strong Correlation ◽  
Random Sampling ◽  
Scientific Literacy ◽  
Science Learning ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Correlational Research ◽  
Science Motivation

Burhān al-Dīn al-Nu’mān ibn Ibrōhīm al-Zarnūjī in his treatise entitled “Ta'līm al-Muta'allim Ṭorīq al-Ta'allum” informed that the academic achievement has six things dependency: ingenious acumen, fervent desire, resilience, sufficent sustenance, guidance of a teacher, and length of time. Based on this perspective, we was empirically tested students scientific literacy through correlational research. In particular, first, multiple intelligences was examined based on Multiple Intelligences Survey (MIS). Second, science learning motivation was explored used Science Motivation Questionnaire II (SMQ-II). Third, scientific literacy was tested that focused on competence domain and environmental content. The participants of the study were 128 students in Kabupaten Kudus choosen by random sampling technique. We used Pearson r to elaborate relation of scientific literacy with each type of multiple intelligences nor component of science learning motivation. It reveals that naturalistic intelligence and self-efficacy has strong correlation with scientific literacy. The findings suggest that it is important to facilitate students’ intelligence and motivations to guide them on achieving scientific literacy.

Scientific Literacy Based on Three Things Dependency

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Academic Achievement ◽  
Multiple Intelligences ◽  
Scientific Literacy ◽  
Science Learning ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Correlational Research ◽  
Response Profile ◽  
Science Motivation ◽  
Fourth Scientific

Burhān al-Dīn al-Zarnūjī in his treatise Ta'līm al-Muta'allim Ṭorīq al-Ta'allum proposed that the academic achievement has six things dependency: ingenious acumen (intelligences), fervent desire (motivation), resilience (patience when find difficulties), sufficent sustenance (to complete learning), guidance of a teacher (through learning), and length of time (intensively). Based on this perspective, we was empirically tested students scientific literacy through correlational research. In particular, first, multiple intelligences was examined based on Multiple Intelligences Survey (MIS). Second, science learning motivation was explored used Science Motivation Questionnaire II (SMQ-II). Third, adversity quotient was measured with Adversity Response Profile (ARP). Fourth, scientific literacy was tested with Scientific Literacy Test (SLT) that focused on three competencies. The participants were 50 students in Kabupaten Kudus choosen by purposive sampling technique. Pearson r was used to elaborate relation of scientific literacy with each type of multiple intelligences, components of learning motivation, dimensions of adversity quotient as well. The findings suggest that it is important to facilitate that factors to guide students on achieving scientific literacy.

Scientific Literacy Based on Adversity Quotient

2019 ◽  
Author(s):  
Adib Rifqi Setiawan ◽  
Matahari
Keyword(s):  
Academic Achievement ◽  
Scientific Literacy ◽  
Sampling Technique ◽  
Purposive Sampling ◽  
Four Dimensions ◽  
Correlational Research ◽  
Response Profile ◽  
Literacy Test

Burhān al-Dīn al-Zarnūjī in his treatise Ta'līm al-Muta'allim Ṭorīq al-Ta'allum proposed that the academic achievement has six things dependency: ingenious acumen, fervent desire, patience, sufficent sustenance, guidance of a teacher, and length of time. In other side, Paul Stoltz in his book Adversity Quotient: Turning Obstacles Into Opportunities coined adversity quotient term as a score that measures the ability of a person to deal with adversities in his or her life. Hence, adversity quotient is commonly known as the science of patience. Based on this perspective, we was empirically tested students scientific literacy through correlational research. In particular, first adversity quotient was measured with Adversity Response Profile (ARP) includes four dimensions that are characterized as control, ownership, reach, and endurance. Second, scientific literacy was tested with Scientific Literacy Test (SLT) that focused on three competencies. Third, we used Pearson r to elaborate correlation of scientific literacy with adversity quotient. The participants of the study were 50 students in Kabupaten Kudus choosen by purposive sampling technique. The findings suggest that it is important to facilitate students’ adversity quotient to guide them on achieving scientific literacy.

Scientific Literacy Profile Based on Level of Adversity Quotient

2019 ◽  
Author(s):  
Adib Rifqi Setiawan ◽  
Matahari
Keyword(s):  
Academic Achievement ◽  
Scientific Literacy ◽  
Sampling Technique ◽  
Purposive Sampling ◽  
Four Dimensions ◽  
Correlational Research ◽  
Response Profile ◽  
Literacy Test

Burhān al-Dīn al-Zarnūjī in his treatise Ta'līm al-Muta'allim Ṭorīq al-Ta'allum proposed that the academic achievement has six things dependency: ingenious acumen, fervent desire, patience, sufficent sustenance, guidance of a teacher, and length of time. In other side, Paul Stoltz in his book Adversity Quotient: Turning Obstacles Into Opportunities coined adversity quotient term as a score that measures the ability of a person to deal with adversities in his or her life. Hence, adversity quotient is commonly known as the science of patience. Based on this perspective, we was empirically tested students scientific literacy through correlational research. In particular, first adversity quotient was measured with Adversity Response Profile (ARP) includes four dimensions that are characterized as control, ownership, reach, and endurance. Second, scientific literacy was tested with Scientific Literacy Test (SLT) that focused on three competencies. Third, we used Pearson r to elaborate correlation of scientific literacy with adversity quotient. The participants of the study were 50 students in Kabupaten Kudus choosen by purposive sampling technique. The findings suggest that it is important to facilitate students’ adversity quotient to guide them on achieving scientific literacy.

scholarly journals PENGARUH KEHARMONISAN KELUARGA DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR IPA KELAS IV SD NEGERI SEKECAMATAN KEBUMEN TAHUN AJARAN 2020/2021

2021 ◽  
Vol 9 (3) ◽  
Author(s):  
Arief Muhamad Fachrur Rozi ◽  
Kartika Chrysti Suryandari ◽  
Muhamad Chamdani
Keyword(s):  
Learning Outcomes ◽  
Natural Science ◽  
Random Sampling ◽  
Science Learning ◽  
Sampling Technique ◽  
Learning Motivation ◽  
High Learning ◽  
Fourth Grade Students ◽  
Family Harmony ◽  
Academic Year

<p><strong><em>Abstract</em></strong></p><p><em>The study aimed to determine positive and significant effects between: (1) family harmony and natural science learning outcomes, (2) high learning motivation and natural science learning outcomes, and (3) family harmony and high learning motivation on natural science learning outcomes to fourth grade students of public elementary schools in Kebumen Sub-district in academic year of 2020/2021.</em><strong><em> </em></strong><em>It was correlational quantitative method with multiple regression analysis. Sampling method was random sampling technique.</em><em> </em><em>The results showed: (1) there was a positive and significant effect between family harmony and natural science learning outcomes </em><em>(t<sub>count </sub>= </em><em>25,479</em><em> </em><em>&gt;</em><em> t<sub>table </sub>= 1,9</em><em>67</em><em>, r<sub>count</sub> = 0</em><em>,948</em><em> &gt; r<sub> table</sub> = 0,</em><em>108</em><em>) </em><em> with contribution of 66.5%; (2) there was a positive and significant effect between high learning motivation and natural science learning outcomes </em><em>(t<sub>count </sub>= </em><em>10,649</em><em> &gt; t<sub> table </sub>= 1,</em><em>967</em><em>, r<sub>count</sub>  = 0,</em><em>879</em><em> &gt; r<sub> table </sub>= 0,1</em><em>08</em><em>)</em><em> with contribution of 25.9%; (3) there was a positive, simultaneous, and significant effect between family harmony and high learning motivation on science learning outcomes </em><em>(F<sub>count = </sub></em><em>1986,354</em><em> &gt; F<sub> table</sub> = 3,0</em><em>23</em><em>,</em><em> </em><em>r<sub>count </sub>= 0,</em><em>961</em><em> &gt; r<sub> table</sub></em><em></em><em>= 0,1</em><em>08</em><em>) </em><em> with contribution of 92.4%.</em><strong><em></em></strong></p><p><strong><em>Abstrak </em></strong></p><p>Penelitian ini bertujuan untuk membuktikan ada tidaknya: (1) pengaruh positif dan signifikan antara keluarga harmonis dengan hasil belajar IPA; (2) pengaruh positif dan signifikan antara motivasi belajar tinggi dengan hasil belajar IPA; (3) pengaruh positif dan signifikan antara keluarga harmonis dan motivasi belajar tinggi dengan hasil belajar IPA kelas IV SDN se-Kecamatan Kebumen tahun ajaran 2020/2021. Penelitian ini merupakan penelitian kuantitatif dengan korelasi menggunakan analisis regresi berganda. Pengambilan sampel dilakukan dengan teknik <em>random sampling</em>. Hasil penelitian menunjukkan<em>: </em>(1) terdapat pengaruh positif dan signifikan antara keluarga harmonis dengan hasil belajar IPA (t<sub>hitung </sub>= 25,479 &gt; t<sub>tabel </sub>= 1,967, r<sub>hitung</sub> = 0,948 &gt; r<sub>tabel</sub> = 0,108) dengan sumbangan sebesar 66,5%; (2) terdapat pengaruh positif dan signifikan antara motivasi belajar tinggi dengan hasil belajar IPA (t<sub>hitung </sub>= 10,649 &gt; t<sub>tabel </sub>= 1,967, r<sub>hitung</sub>  = 0,879 &gt; r<sub>tabel</sub>= 0,108) dengan sumbangan sebesar 25,9%; (3) terdapat pengaruh positif dan signifikan antara keluarga harmonis dan motivasi belajar tinggi secara simultan dengan hasil belajar IPA (F<sub>hitung = </sub>1986,354 &gt; F<sub>tabel</sub> = 3,023, r<sub>hitung </sub>= 0,961 &gt; r<sub>tabel</sub>= 0,108) dengan sumbangan sebesar 92,4%. Hasil sumbangan yang besar menurut peneliti karena merupakan penelitian parsial yang terfokus pada tiga variabel. Berdasarkan analisis dan hasil penelitian dapat disimpulkan bahwa terdapat pengaruh positif antara keluarga harmonis dan motivasi belajar tinggi terhadap hasil belajar IPA kelas IV SDN se-Kecamatan Kebumen tahun ajaran 2020/2021 secara bersama-sama maupun terpisah.</p>

scholarly journals KONTRIBUSI PENGETAHUAN AWAL DAN MOTIVASI BELAJAR TERHADAP MISKONSEPSI SISWA PADA PEMBELAJARAN FISIKA

2021 ◽  
Vol 7 (2) ◽  
pp. 351
Author(s):  
Aloisius Harso ◽  
Daniel Wolo ◽  
Insar Damopolii
Keyword(s):  
High School Students ◽  
Prior Knowledge ◽  
Random Sampling ◽  
Sampling Technique ◽  
Research Data ◽  
Learning Motivation ◽  
School Students ◽  
Physics Learning ◽  
Concept Understanding ◽  
Correlational Research

ABSTRAKPenelitian ini bertujuan (1) menganalisis kontribusi pengetahuan awal terhadap miskonsepsi siswa dalam pelajaran fisika, (2) menganalisis kontribusi motivasi belajar terhadap miskonsepsi siswa dalam pelajaran fisika, dan (3) menganalisis kontribusi pengetahuan awal dan motivasi belajar siswa terhadap miskonsepsi yang dialami siswa dalam pelajaran fisika. Penelitian korelasional adalah jenis penelitian yang dilakukan dalam riset ini. Total 222 siswa SMA kelas X pada semester genap tahun 2019/2020 di Kecamatan Nangapanda adalah populasi pada penelitian ini. Total 85 sampel siswa dipilih secara teknik acak proposional (Propotional random sampling). Data riset dikumpulkan melalui tes pemahaman konsep fisika untuk mengkalkulasikan pengetahuan awal dan miskonsepsi, dan motivasi belajar dikumpulkan melalui kuisioner motivasi belajar. Data yang dianalisis regersi dalam penelitian ini adalah pengetahuan awal, motivasi dan miskonsepsi fisika siswa. Hasil penelitian menunjukkan (1) terdapat kontribusi pengetahuan awal terhadap miskonsepsi sebesar 54.6% (p<0.05), (2) terdapat kontribusi motivasi belajar terhadap miskonsepsi sebesar 58.7% (p< 0.05), dan (3) terdapat kontribusi pengetahuan awal dan motivasi belajar terhadap miskonsepsi sebesar 68.5% (p<0.05). Kesimpulan penelitian ini adalah terdapat kontribusi pengetahuan awal dan motivasi terhadap miskonsepsi siswa dalam pembelajaran fisika. Kata kunci: Pengetahuan awal; Motivasi; Miskonsepsi; Pembelajaran fisika ABSTRACTThis study aims (1) to analyze the contribution of prior knowledge to students' misconceptions in physics, (2) to analyze the contribution of learning motivation to students' misconceptions in physics, and (3) to analyze the contribution of prior knowledge and students' motivation to misconceptions experienced by students in physics learning. Correlational research is the type of research conducted in this research. A total of 222 class X high school students in the even semester of 2019/2020 in Nangapanda District are the population in this study. A total of 85 students were selected as the sample by using the proportional random sampling technique. Research data were collected through a physics concept understanding test to calculate prior knowledge and misconceptions, and learning motivation was collected through a learning motivation questionnaire. The data analyzed by regression in this study were students' prior knowledge, motivation, and physics misconceptions. The results showed (1) there was a 54.6% contribution of prior knowledge to misconceptions (p<0.05), (2) there was a 58.7% contribution of learning motivation to misconceptions (p<0.05), and (3) there was a contribution of prior knowledge and learning motivation. against misconceptions by 68.5% (p<0.05). This study concludes that prior knowledge and motivation contribute to students' misconceptions in physics learning. Keywords: Prior knowledge; Motivation; Misconception; Physics learning

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