Science Motivation Questionnaire II (SMQ-II) Bahasa Indonesia Version

Based on the perspective that motivation is an essential element for learning and academic achievement nor challenge that its components are not directly observable variables, we was empirically examined the instrument through rigorous survey data. The instrument used was Science Motivation Questionnaire II (SMQ-II) that translated into Indonesian Language. The 4 expert judged my Indonesian translation version of SMQ-II and 206 students responded to this version. It assesses five motivation components: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. The findings of this work show that the questionnaire is a valid and reliable and that the entire questionnaire can be completed in about 15 minutes. Through this work, we suggest my version of SMQ-II in Bahasa Indonesia can be used as an efficient instrument for assessing components of students’ motivation to learn science in Indonesia secondary school.

Science Motivation Questionnaire II (SMQ-II) Bahasa Indonesia Version

10.31237/osf.io/wpevc ◽

2020 ◽

Author(s):

Adib Rifqi Setiawan ◽

Wahyu Eka Saputri

Keyword(s):

Academic Achievement ◽

Secondary School ◽

Intrinsic Motivation ◽

Survey Data ◽

Essential Element ◽

Self Determination ◽

Motivation To Learn ◽

Career Motivation ◽

Science Motivation ◽

Based on the perspective that motivation is an essential element for learning and academic achievement nor challenge that its components are not directly observable variables, we was empirically examined the instrument through rigorous survey data. The instrument used was Science Motivation Questionnaire II (SMQ-II) that translated into Indonesian Language. The 4 expert judged my Indonesian translation version of SMQ-II and 206 students responded to this version. It assesses five motivation components: intrinsic motivation, self-determination, selfefficacy, career motivation, and grade motivation. The findings of this work show that the questionnaire is a valid and reliable and that the entire questionnaire can be completed in about 15 minutes. Through this work, we suggest my version of SMQ-II in Bahasa Indonesia can be used as an efficient instrument for assessing components of students’ motivation to learn science in Indonesia secondary school.

Analysis on Validity and Reliability of Science Motivation Questionnaire II (SMQ-II) Bahasa Indonesia Version

10.31237/osf.io/x8pbu ◽

2019 ◽

Author(s):

Adib Rifqi Setiawan ◽

Wahyu Eka Saputri

Keyword(s):

Academic Achievement ◽

Secondary School ◽

Survey Data ◽

Essential Element ◽

Self Determination ◽

Motivation To Learn ◽

Career Motivation ◽

Science Motivation ◽

Analysis on Validity and Reliability of Science Motivation Questionnaire II (SMQ-II) Bahasa Indonesia Version

10.35542/osf.io/8m6g3 ◽

2019 ◽

Author(s):

Adib Rifqi Setiawan ◽

Wahyu Eka Saputri

Keyword(s):

Academic Achievement ◽

Secondary School ◽

Survey Data ◽

Essential Element ◽

Self Determination ◽

Motivation To Learn ◽

Career Motivation ◽

Science Motivation ◽

Based on the perspective that motivation is an essential element for learning and academic achievement nor challenge that its components are not directly observable variables, we was empirically examined the instrument through rigorous survey data. The instrument used was Science Motivation Questionnaire II (SMQ-II) that translated into Indonesian Language. The 4 expert judged my Indonesian translation version of SMQ-II and 206 students responded to this version. It assesses five motivation components: intrinsic motivation, self-determination, selfefficacy, career motivation, and grade motivation. The findings of this work show that the questionnaire is a valid and reliable and that the entire questionnaire can be completed in about 15 minutes. Through this work, we suggest my version of SMQ-II in Bahasa Indonesia can be used as an efficient instrument for assessing components of students’ motivation to learn science in Indonesia secondary school.

Science Motivation Questionnaire II (SMQ-II): Analysis on Validity and Reliability of Bahasa Indonesia Version Through Various Learning Context

10.31237/osf.io/xdjqt ◽

2019 ◽

Author(s):

Whasfi Velasufah ◽

Adib Rifqi Setiawan

Keyword(s):

Academic Achievement ◽

Survey Data ◽

Essential Element ◽

Self Determination ◽

Motivation To Learn ◽

Career Motivation ◽

Learning Context ◽

Science Motivation ◽

Based on the perspective that motivation is an essential element for learning and academic achievement nor challenge that its components are not directly observable variables, we have examined empirically the instrument through rigorous survey data. The instrument used was Science Motivation Questionnaire II (SMQ-II) that translated into Bahasa Indonesia. The 4 expert judged our Indonesian translation version of SMQ-II and 240 students responded to this version. It assesses five motivation components: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. The findings of this work shows that the questionnaire is a valid and reliable and the entire questionnaire can be completed in about 15 minutes. Through this work, we suggest our version of SMQ-II in Bahasa Indonesia as an efficient instrument for assessing components of Indonesia students’ motivation to learn in various learning context.

Science Motivation Questionnaire II (SMQ-II):Analysis of Validity and Reliability of Bahasa Indonesia Version in Science Learning Context

10.31227/osf.io/9kx5z ◽

2019 ◽

Author(s):

Adib Rifqi Setiawan

Keyword(s):

Secondary School ◽

Science Learning ◽

Essential Element ◽

Self Determination ◽

Motivation To Learn ◽

Career Motivation ◽

Learning Context ◽

Science Motivation ◽

Based on the perspective that motivation is an essential element for learning and academic achievement nor challenge that its components are not directly observable variables, I was empirically examined the instrument through rigorous survey data. The instrument used was Science Motivation Questionnaire II (SMQ-II) that translated into Indonesian Language. The 4 expert judged my Indonesian translation version of SMQ-II and 240 students responded to this version. It assesses five motivation components: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. The findings of this work show that the questionnaire is a valid and reliable and that the entire questionnaire can be completed in about 15 minutes. Through this work, I suggest my version of SMQ-II in Bahasa Indonesia can be used as an efficient instrument for assessing components of students’ motivation to learn science in Indonesia secondary school.

Analisis Motivasi Mahasiswa dalam Belajar Fisika

Science and Physics Education Journal (SPEJ) ◽

10.31539/spej.v1i2.269 ◽

2018 ◽

Vol 1 (2) ◽

pp. 89-95

Author(s):

Petri Reni Sasmita ◽

Saiful Rachman ◽

Zainal Hartoyo

Keyword(s):

Intrinsic Motivation ◽

Physics Education ◽

Student Motivation ◽

Learning Motivation ◽

Self Determination ◽

Career Motivation ◽

Physics Learning ◽

Significant Difference ◽

Science Motivation ◽

Comparative Description

The purpose of this study is to find out the comparative description of student motivation on the newly developed campus in physics learning with a more advanced campus. To get a description of the students motivation, as many as 87 students selected at random from three different campuses were surveyed using Science Motivation Questionnaire II. The science motivation questionnaire consists of five components of motivation: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. The results show that there is no significant difference between student motivation on the newly developed campus and student motivation on a more advanced campus in physics learning. If it is seen based on the motivation component, it is known that there is no significant difference between all components of student motivation on the newly developed campus with student motivation on campus which is more advanced. Keyword: Physics Learning Motivation, Physics Learning, and Physics Education

Motivasi Mahasiswa dalam Pembelajaran Biologi Molekuler

Jurnal Pendidikan Biologi ◽

10.24114/jpb.v7i1.8618 ◽

2017 ◽

Vol 7 (1) ◽

Author(s):

Evi Suryanti

Keyword(s):

Intrinsic Motivation ◽

Self Efficacy ◽

Self Determination ◽

Career Motivation ◽

Science Motivation

Penelitian deskriptif ini bertujuan untuk menjelaskan atau mendeskripsikan motivasi dari 35 orang mahasiswa Pendidikan Biologi di salah satu perguruan tinggi di Kota Pekanbaru dalam pembelajaran Biologi Molekuler pada Tahun Akademik 2016/2017.Pembelajaran Biologi Molekuler berlangsung dengan metode ceramah dan tanya-jawab. Pengumpulan data dilakukan dengan teknik angket. Angket yang digunakan adalah angket yang diadaptasi dari Science Motivation Questionnaire II (SMQ-II) yang dikembangkan oleh Glynn, dkk., (2011). Angket motivasi ini terdiri dari lima komponen motivasi, yaitu intrinsic motivation (motivasi intrinsik), career motivation (motivasi karir),self-determination (keteguhan diri), self-efficacy (percaya diri), dan grade motivation (motivasi nilai) dengan 25 pernyataan dan mempunyai 4 skala Likert, yaitu Sangat Setuju (4), Setuju (3), Kurang Setuju (2), dan Tidak Setuju (1). Hasil analisis data menunjukkan bahwa 45,7% mahasiswa motivasinya sangat baik dan 54,3% mahasiswa memiliki motivasi yang baik. Intrinsic motivation merupakan motivasi yang lebih dominan bagi mahasiswa dalam pembelajaran Biologi Molekuler, diikuti oleh grade motivation, self-determination, self-efficacy dan career motivation.

Multiple Intelligences Survey: Analysis on Validity and Reliability of Bahasa Indonesia Version Through Different Education Level

10.31237/osf.io/x2etf ◽

2019 ◽

Author(s):

Syarofis Si'ayah ◽

Adib Rifqi Setiawan

Keyword(s):

Academic Achievement ◽

Multiple Intelligences ◽

Survey Data ◽

Essential Element ◽

Education Level ◽

Human Intelligence ◽

Survey Analysis ◽

General Ability ◽

Based on the perspective that intelligence is an essential element for learning and academic achievement nor challenge that it isn’t dominated by a single general ability but differentiates human intelligence into specific modalities, we have examined empirically the instrument through rigorous survey data. The instrument used was Multiple Intelligences Survey (MIS) that translated into Bahasa Indonesia. The 4 expert judged our Indonesian translation version of MIS and 240 students responded to this version. It assesses nine type of intelligences: verbal, logical, visual, musical, kinesthetic, interpersonal, intrapersonal, naturalist, and existentialist. The findings of this work shows that the instrument is a valid and reliable and the entire statement can be completed in about 10 minutes. Through this work, we suggest our version of MIS in Bahasa Indonesia as an efficient instrument to measure the Indonesian students multiple intelligences in different education level.

Assessing motivation to learn chemistry: adaptation and validation of Science Motivation Questionnaire II with Greek secondary school students

Chemistry Education Research and Practice ◽

10.1039/c4rp00196f ◽

2015 ◽

Vol 16 (2) ◽

pp. 237-250 ◽

Cited By ~ 25

Author(s):

Katerina Salta ◽

Dionysios Koulougliotis

Keyword(s):

Secondary School ◽

Secondary School Students ◽

Self Determination ◽

Upper Secondary School ◽

Motivation To Learn ◽

Age Group ◽

Lower Secondary School ◽

School Students ◽

Upper Secondary ◽

Science Motivation

In educational research, the availability of a validated version of an original instrument in a different language offers the possibility for valid measurements obtained within the specific educational context and in addition it provides the opportunity for valid cross-cultural comparisons. The present study aimed to adapt the Science Motivation Questionnaire II (SMQ II) for application to a different cultural context (Greece), a different age group (secondary school students) and with a focus on chemistry learning. Subsequently, the Greek version of Chemistry Motivation Questionnaire II (Greek CMQ II) was used in order to investigate Greek secondary school students' motivation to learn chemistry for the first time. The sample consisted of 330 secondary school students (163 boys–167 girls), of which 146 were in lower secondary school (14–15 years old) and 184 were in upper secondary school (16–17 years old). Confirmatory factor analyses provided evidence for the validity of Greek CMQ II, as well as for configural, metric and scalar invariance, thus allowing meaningful comparisons between groups. The five motivation components of the original instrument namely grade motivation, career motivation, intrinsic motivation, self-efficacy, and self-determination were confirmed. Gender-based comparisons showed that girls had higher self-determination relative to the boys irrespective of the age group. In addition, girls in lower secondary school had higher career and intrinsic motivation relative to the boys of the same age group. Age-based comparisons showed that lower secondary school students had higher grade motivation relative to upper secondary school students.

The effect of motivation on the choice of chemistry in secondary schools: adaptation and validation of the Science Motivation Questionnaire II to Spanish students

Chemistry Education Research and Practice ◽

10.1039/c8rp00098k ◽

2018 ◽

Vol 19 (3) ◽

pp. 905-918 ◽

Cited By ~ 12

Author(s):

Diego Ardura ◽

Alberto Pérez-Bitrián

Keyword(s):

Academic Achievement ◽

Secondary School ◽

Latent Variables ◽

Original Structure ◽

Career Motivation ◽

Segmentation Analysis ◽

The Subject ◽

Science Motivation ◽

First Time ◽

Future Choice

The present study aims to analyse the effect of motivational variables and previous academic achievement on students’ future choice of chemistry once this subject becomes optional in the educational system. Toward this goal, the translation and adaptation of the Science Motivation Questionnaire II (SMQII) has been undertaken in our investigation to measure students’ motivation towards physics and chemistry. The sample comprised 1060 secondary school Spanish students divided into two groups: 695 students who chose the subject when it became optional for the first time and 365 who decided to leave it. Factor analysis confirmed the original structure of latent variables in our sample, providing validity for this adaptation to a new language and context. A segmentation analysis confirmed that career motivation was the best predictor of students’ retention in physics and chemistry before previous academic achievement and the rest of the motivational variables. Although significant gender differences were found in self-efficacy and self-determination, these seem not to be relevant in students’ choice.