scholarly journals Drop Out Siswa Madrasah : Kecenderungan, Penyebab, dan Solusi

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Lisa’diyah MF
Keyword(s):  
Social Status ◽  
Student Learning ◽  
Learning Motivation ◽  
Drop Out ◽  
The Other ◽  
Dominant Factor ◽  
Motivation Level

There are some factors causing student drop out in madrasah. testing the correlation between the number of students drop out and the factors causing student drop out conducted in 14 provinces comes to conclusion that economic social status of parents is the most dominant factor causing them dropped out. the other factors are parents’ awareness toward the importance of education, condition of student environment, student learning motivation, level of student competency (IQ), and student opportunity to get education. to lessen the number of student drop out in madrasah caused by parent economic social status, government intensively implements PKPS BBM program like BOS and BKM evenly and coincided with the target.

scholarly journals The Effect of E-Learning Learning Model on Student Motivation

2020 ◽  
Vol 3 (2) ◽  
pp. 208
Author(s):  
Febi Yuandini ◽  
Sarkadi Sarkadi ◽  
Nurzengky Ibrahim
Keyword(s):  
Student Learning ◽  
Preventive Measure ◽  
Learning Model ◽  
Study Data ◽  
Learning Motivation ◽  
Dominant Factor ◽  
Teachers And Students ◽  
E Learning ◽  
Academic Year

<p>Learning is a process of interaction between teachers and students and the elements in them. The teacher is the most dominant factor that determines the quality of learning. Education is the first step for someone to know something, both himself, the surrounding environment and when interacting with others, with education, a person can become a human who is trained and has skills in life. Especially during this pandemic, which is a widespread effect of the influence of Covid-19, so that distance learning is something that should be done, as a preventive measure from the dangers of the disease. The purpose of this study was to determine whether the E- Learning learning model can affect student learning motivation. The population and sample in this study were students at Islamic Village Senior High School 2020/2021 academic year. The method used in this research is descriptive quantitative with One-shot case study. Data analysis by calculating the correlation coefficient and its significant test, which is then followed by determining the regression equation. The results of this study indicate that the E-Learning learning model influences student learning motivation.</p>

The Effect of Jigsaw Methode and Motivation on Students’ of Learning Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 20-30
Author(s):  
Yunita Yunita ◽  
Hidayat Hidayat ◽  
Harun Sitompul
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Learning Approaches ◽  
High Learning ◽  
Average Value ◽  
The Difference ◽  
Low Motivation

This study aims to: (1) investigate the effect of Jigsaw cooperative learning on students learning outcomes; (2) find the difference in learning outcomes between high and low learning motivation and (3) find the interaction between learning approaches and learning motivation towards learning outcomes. The population of the study is students of grade IVa, IVb, IVc at SD Kasih Ibu Patumbak and the sample in this study is grade IVa with 35 students and grade IVb with 35 students. The results show that: (1) the average student learning outcomes of jigsaw cooperative learning is 28.40 while conventional is 24.14. Thus, students learning outcomes that get cooperative learning of jigsaw type are higher than conventional learning, (2) Students who have high motivation get an average value = 30.74, while low motivation is 22.72. Thus, it can be concluded that there are differences in student learning outcomes having high learning motivation and low learning motivation, and (3) students learning outcomes  taught by jigsaw cooperative learning are high learning motivation groups (32.94), and low learning motivation groups (24.58), while students taught with conventional learning are high learning motivation groups (28.40 ), and low motivation groups (20,95). Thus, there is no interaction between learning approaches and learning motivation towards learning outcomes.

PENGARUH SARANA BELAJAR DAN MOTIVASI BELAJAR TERHADAP KEMANDIRIAN BELAJAR MAHASISWA (Studi Empirical Pada Mahasiswa Beasiswa Bidikmisi UPBJJ-UT Ternate)

2018 ◽  
Vol 19 (2) ◽  
pp. 68
Author(s):  
Raden Sudarwo ◽  
Yusuf Yusuf ◽  
Anfas Anfas
Keyword(s):  
Student Learning ◽  
Significant Influence ◽  
Sense Of Self ◽  
Regression Equation ◽  
Learning Motivation ◽  
Coefficient Of Determination ◽  
Learning Tools ◽  
Constant Number ◽  
Self Sufficiency ◽  
Student Independence

This study aims to determine the influence of learning facilities and student learning motivation towards the independence of student learning. The result of the research shows that there is positive and significant influence of learning tool (X1) on learning independence (Y). It is obtained by tvalue (2,159) with p = 0,034 <0,05 and ttable at 5% significant level with df = 78 equal to 1,991. There is a positive and significant influence of learning motivation (X2) on learning independence (Y). It is obtained tvalue (7,858) with p = 0,000 <0,05 and ttable at 5% significant level with df = 78 equal to 1,991. There is a positive and significant influence of learning facilities (X1) and learning motivation (X2) simultaneously to the independence of learning (Y). This shows the coefficient of double correlation RY (1,2) = 0,746 and R² = 0,557 and price Fvalue equal to 48,980 with p = 0,000 <0,05 and Ftable = 3,11 at 5% significant level. Coefficient value X1 = 0,186 and X2 = 0,647, constant number equal to 8,650 so that can be made regression equation Y = 8,650 + 0,186X1 + 0,647X2. The higher the learning means (X1) and the learning motivation (X2), the higher the learning independence (Y). Coefficient of Determination is R² of 0,557. Means 55,7% learning independence is explained by learning tools and learning motivation. Meanwhile, 44,3% is explained by other factors not discussed in this study. The study concludes that partially, learning facilities and student learning motivation has a positive and significant effect on student independence (self-sufficiency) in learning.  In addition, both learning facility and motivation have a positive and significant effect on student learning independence or sense of self-sufficiency. Penelitian ini bertujuan untuk mengetahui pengaruh fasilitas belajar dan motivasi belajar siswa terhadap kemandirian belajar siswa. Hasil penelitian menunjukkan bahwa ada pengaruh yang positif dan signifikan sanara belajar (X1) terhadap kemandirian belajar (Y). Hal ini diperoleh dengan nilai thitung (2,159) dengan p = 0,034 <0,05 dan ttabel pada 5% tingkat signifikan dengan df = 78 sama dengan 1,991. Ada pengaruh positif dan signifikan motivasi belajar (X2) pada kemandirian belajar (Y). Diperoleh nilai thitung (7,858) dengan p = 0,000 <0,05 dan ttabel pada taraf signifikan 5% dengan df = 78 sebesar 1,991. Ada pengaruh yang positif dan signifikan dari fasilitas belajar (X1) dan motivasi belajar (X2) secara bersamaan terhadap kemandirian belajar (Y). Hal ini menunjukkan koefisien korelasi ganda RY (1,2) = 0,746 dan R² = 0,557 dan harga Fhitung sebesar 48,980 dengan p = 0,000 <0,05 dan Ftabel = 3,11 pada taraf signifikan 5%. Nilai koefisien X1 = 0,186 dan X2 = 0,647, bilangan konstan sebesar 8,650 sehingga dapat dibuat persamaan regresi Y = 8,650 + 0,186X1 + 0,647X2. Semakin tinggi nilai sarana belajar (X1) dan motivasi belajar (X2), semakin tinggi kemandirian belajar (Y). Koefisien Determinasi adalah R² 0,557. Berarti 55,7% kemandirian belajar dijelaskan oleh alat belajar dan motivasi belajar. Sementara itu, 44,3% dijelaskan oleh faktor-faktor lain yang tidak dibahas dalam penelitian ini. Penelitian ini menyimpulkan bahwa secara parsial, baik ketersediaan sarana prasaran belajar dan motivasi berpengaruh positif dan signifikan pada kemandirian mahasiswa, dari dari kedua variable tersebut motivasi mempunyai pengaruh lebih besar. Secara simultan ketersediaan sarana prasarana dalam belajar dan pembelajaran, serta motivasi berpengaruh positif terhadap kemandirian belajar.

Termin kandaulos/kandylos (κανδαυλοσ/ κανδυλοσ) na podstawie λεχεων συναγωγη Focjusza oraz "Commentari ad Homeri Iliadem" Eustacjusza z Tessaloniki

Vox Patrum ◽  
2010 ◽  
Vol 55 ◽  
pp. 361-373
Author(s):  
Maciej Kokoszko ◽  
Katarzyna Gibel-Buszewska
Keyword(s):  
Social Status ◽  
Present Article ◽  
The Other ◽  
Other Hand ◽  
The Social ◽  
Cooked Meat

The present article focuses on one of the Greek delicacies mentioned by Photius and Eustathius, i.e. a Lydian import called kandaulos/kandylos. The dish was developed before the mid. VI th c. BC and named after a Lydian king, Kandaules, who ruled in the VII th c. BC. The delicacy was (via the Ionians) borrowed by the Helens and established itself in Greece sometime in the V th c. It became popular in Hellenistic times. The information we possess allow us to reconstruct two varieties of kandaulos/ kandylos. The first was savoury and consisted of cooked meat, stock, Phrygian cheese, breadcrumbs and dill (or fennel). The other included milk, lard, cheese and honey. The dish is reported to have been costly, prestigious and indicating the social status of those who would eat it. Though there is much evidence suggesting its popularity in antiquity, we lack solid evidence proving that kaunaudlos/kandylos was eaten in Byzantine times. On the other hand, Byzantine authors preserved the most detailed literary data on the delicacy. If it had not been for the Byzantine interest, our competence in the field of Greek cuisine would be even faultier.

“Femininity without Feminism”

2015 ◽  
Vol 43 (3) ◽  
pp. 249-272 ◽  
Author(s):  
Soo-Hyun Mun
Keyword(s):  
Gender Identity ◽  
Social Status ◽  
Gender Politics ◽  
Unintended Consequences ◽  
The Other ◽  
Korean Society ◽  
Feminist Politics ◽  
Identity Based ◽  
The One ◽  
Status Of Women

This article contributes to the debate between the merits of the ‘politics of presence’ versus the ‘politics of ideas’ by examining the case of the first female Korean president, Park Geun-Hye. On the one hand, Park did not represent ‘the ideas’ of feminist politics. While her gender identity was widely propagated and accepted, it did not transform into deliberate identity-based politics. On the other hand, she contributed to the elevation of women’s social status through various unintended consequences, although Park’s ‘femininity without feminism’ inevitably led to the negligence of gender politics in her government. Indeed, Park’s existence, rather than her intention, stimulated the debate on the role and status of women in Korean society and enabled the rise of a number of first females in various sectors. In sum, the ‘politics of presence’ was triggered even without overt political measures.

scholarly journals The system of chemical and mathematical problems as a tool for the development of motivation of students of technical universities

2019 ◽  
Vol 69 ◽  
pp. 00052
Author(s):  
Galiya Igtisamova ◽  
Zemfira Yangirova ◽  
Doniyor Nosirov ◽  
Aydar Yangirov
Keyword(s):  
Student Learning ◽  
Empirical Data ◽  
Point Of View ◽  
Learning Motivation ◽  
Self Development ◽  
Creative Personality ◽  
Mathematical Problems ◽  
Personal Approach ◽  
Level Of Motivation ◽  
Development Of Students

The research relevance is connected with the orientation of the modern model of education towards the formation of a competitive creative personality, with the need for constant self-improvement and self-development. It should be noted that the effectiveness of student learning is largely determined by the level of motivation, interest and personal participation of subjects. Therefore, the article is aimed at disclosing mechanisms for the development of students' learning motivation through a system of differentiated tasks. The leading approach to study of a problem was a personal approach, the purpose of which is to identify the issue under discussion from the point of view of dialogism, subjectivity and individuality. This document presents the characteristics of the developed and tested system of differentiated problems of mathematics, focused on the development of student learning motivation, as well as the provision of empirical data on the results of implementation. It also describes the principles on which we defined three levels of tasks in mathematics: “palgorithms”, “tasks of finding tasks” and “creative tasks”.

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