scholarly journals MOTIVASI BELAJAR SISWA MIS I'ANATUSHIBYAN 02 PARUNG

2021 ◽  
Vol 2 (2) ◽  
pp. 239-252
Author(s):  
Nurlailah Nurlailah ◽  
Rika Oktapiani ◽  
Ika
Keyword(s):  
Student Motivation ◽  
Teaching And Learning ◽  
Learning Motivation ◽  
Motivation To Learn ◽  
Human Beings ◽  
High Learning ◽  
Learning Achievement ◽  
Social Lives ◽  
Education Outcomes ◽  
Low Motivation

Besides that, school is also a product where humans are educated and nurtured to become smart, productive, and qualifield human beings. The main purpose of education is to help students develop every potential that exsists in them so that they can become human beings who are balanced between their personal and social lives.  The quality of student education outcomes can be determined by many factors, one of the most important is student motivation. Student motivation to learn greatly determines the success achieved by these student. Student who have high learning motivation will be able to achieve high learning achievement as well, but conversely, stuydent who have low motivation tend to get low learning achievement as well and will experience higher learning disabilities. To help increase a student’s motivation to learn, it is necessary to know the level of student motivation to learn. The phenomenon in the field shows that the level of student learning motivation is very important to know so that it can help these student to improve it, this is known after the researcher conducted interviews with supervisors at the school, according to the supervisor some students in the school had low motivation. To actively participate in teaching and learning activities in the classroom. Student motivation in this study is related to motivation, driving, change, and goals of motivation it self. The school that was taken as the research location was MI I’anatusshibyan 02 Parung. The students referred to in this study were all students of MI I’anatusshibyan 02 Parung.

scholarly journals PEMANFAATAN VIDEO YOUTUBE DALAM PENINGKATAN MOTIVASI BELAJAR SISWA INSAN LITERA

2020 ◽  
Vol 3 (2) ◽  
pp. 109
Author(s):  
Aisyah Farhatunnisya
Keyword(s):  
Qualitative Methods ◽  
Student Motivation ◽  
Participant Observation ◽  
Learning Motivation ◽  
Motivation To Learn ◽  
Motivation Theory ◽  
Human Beings ◽  
Social Affairs ◽  
Low Motivation

Abstract  This research is motivated by the fact about the low motivation to learn in students and the rise of the use of YouTube among students or adolescents. This research was conducted at the clear saguling foundation, a foundation that engages in social affairs and helps the welfare of the community around the Citarum river located in Jl. Cianjur, cihampelas village, west bandung district in this foundation which is related to what is meant by human beings in litera. The cornerstone of the theory used in this study is the theory of the use of YouTube and learning motivation theory. The purpose of this study is to study the motivation of YouTube applications to increase student motivation. The method used is to use qualitative methods with descriptive methods. The technique of receiving data through participant observation and interviews. Litera human students with a total of 11 students and 11 respondents from the respondents selected five people as a research sample. litera.Abstrak Penelitian ini di latar belakangi oleh adanya fakta tentang rendahnya motivasi belajar pada siswa dan maraknya penggunaan youtube di kalangan siswa atau remaja.Penelitian ini dilakukan di yayasan bening saguling foundation yayasan yang bergerak di bidang sosial dan bertujuan untuk mensejahterakan masyarakat sekitar sungai citarum yang terletak di jl.babakan cianjur desa cihampelas kabupaten bandung barat  di yayasan tersebut mempunyai sekolah yang berbasis alam yang bernama insan litera.Landasan teori yang digunakan dalam penelitian ini yaitu teori pemanfaatan youtube dan teori  motivasi belajar.Tujuan dari penelitian ini yaitu untuk mengetahui pengaruh aplikasi youtube dapat meningkatkan motivasi belajar siswa.Metodeyang di gunakan yaitu dengan pendekatan kualitatif dengan metode deskriptif.Teknik pengumpulan data melalui  observasi dan dan menyebarkan kuosioner kepada para partisipan yaitu siswa insan litera dengan jumlah siswa 11 orang dan dari responden sebanyak 11 orang di pilih lima orang sebagai sampel penelitianHasil dari penelitian ini yaitu dapat diketahui bahwa pemanfaatanvideo youtube dapat  meningkatan motivasi belajar siswa insan litera.

scholarly journals Pengaruh Intensitas Bimbingan Orang Tua dan Sarana Prasarana Terhadap Motivasi Belajar Siswa Serta Implikasinya Pada Prestasi Belajar Siswa (Survei Pada Mata Pelajaran Kewirausahaan di Smk Ulil Albab Depok Kabupaten Cirebon)

2018 ◽  
Author(s):  
Mokhammad Wahyudin
Keyword(s):  
Student Achievement ◽  
Student Motivation ◽  
Sampling Technique ◽  
Positive Influence ◽  
Learning Motivation ◽  
Survey Method ◽  
Motivation To Learn ◽  
Learning Achievement ◽  
Parental Guidance ◽  
Positive Effect

The purpose of this study was to determine the effect of the intensity of parental guidance and infrastructure to the students' motivation and their implications for student achievement Smk Ulil Albab Cirebon Depok. The purpose of this study are: 1) To find a picture of student achievement, the intensity of parental guidance, facilities and students' motivation to learn; 2) To determine the effect intensity of parental guidance and infrastructure to student motivation and its implications on learning achievement. The method used is descriptive survey method verification. Data collected through questionnaires. In this study were used as the student population is Smk Ulil Albab Cirebon Depok many as 1556 people. The sample was 318 people. By using a sampling technique that is proportional random sampling. Based on the calculation and analysis of data, it can be concluded that: 1) Overview of learning achievement Students medium category, the intensity of parental guidance category is, the infrastructure category is, and student motivation sedang.2 category) there is a positive influence on the intensity of parental guidance and infrastructure on the students motivation. 3) There is no positive effect of the intensity of parental guidance on motivation to learn. 4) There is a positive effect of infrastructure study on motivation to learn. 5) There is no positive effect of the intensity of parental guidance, infrastructure and learning motivation on learning achievement. 6) There is no positive effect of the intensity of parental guidance on learning achievement. 7) There is no positive effect of infrastructure on student achievement. 8) There is no positive effect of learning motivation on student achievement.

scholarly journals The STAD Model Assisted by Audio Visual Media Increases Student Motivation and Learning Achievement

2021 ◽  
Vol 4 (2) ◽  
pp. 325
Author(s):  
Dian Istiqorini Setiarufi
Keyword(s):  
Learning Process ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Visual Media ◽  
Learning Motivation ◽  
Learning Achievement ◽  
Cooperative Model ◽  
Student Teams ◽  
Success Indicators ◽  
Motivation And Learning

The low learning motivation of students in the learning process. The initial motivation of students is 69% (less), namely out of 14 students, only four students meet the indicators of success. It is because teachers still dominate teaching and learning activities so that learning is teacher-centered. In the learning process, some students did not pay attention to the lessons given by the teacher. This study aims to determine the increase in motivation and learning achievement of students through the cooperative model of the Student Teams Achievement Divisions type assisted by audio-visual media. This type of research is classroom action research. The research procedure was carried out in two cycles. The source of the data taken is the entire class V, totaling 14 students. Data collection methods used are documentation, questionnaires, and interviews. The data analysis technique used is quantitative and descriptive qualitative analysis. The results showed an increase in student motivation. Students' learning motivation in the first cycle reached 74% (enough) as many as 8 students had met the success indicators, and in the second cycle, it was 81% (good) as many as 12 students had met the success indicators. Based on the results of the analysis and discussion, it can be concluded that the Student Teams Achievement Divisions type cooperative model can increase students' motivation and learning achievement.

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 Perbedaan pengaruh model pembelajaran kontekstual dan media audiovisual dengan motivasi belajar terhadap hasil belajar senam lantai

2018 ◽  
Vol 14 (1) ◽  
pp. 32-37
Author(s):  
Regi Indah Lestari
Keyword(s):  
Teaching And Learning ◽  
Learning Model ◽  
Contextual Learning ◽  
Learning Motivation ◽  
Learning Achievement ◽  
Audiovisual Media ◽  
High Motivation ◽  
Value Of Learning ◽  
Level 2 ◽  
Low Motivation

Tujuan dari penelitian ini adalah untuk mengetahui perbedaan pengaruh model pembelajaran kontekstual dan media audiovisual dengan motivasi belajar siswa terhadap hasil belajar senam lantai. Penelitian ini dilakukan pada siswa kelas VIII SMP Negeri 2 Ciawi. Penelitian ini menggunakan treatment by level 2 x 2. Populasi dalam penelitian ini terdiri dari 164 dan menggunakan sampel 32 siswa. Teknik analisa data adalah analisis varians dua jalur (ANAVA) dan dilanjutkan dengan uji Turkey pada tingkat signifikan α = 0,05. Hasil penelitian ini menunjukkan bahwa (1) nilai hasil belajar guling lenting pada perlakukan model pembelajaran kontekstual (A1) lebih rendah dari nilai yang menggunakan media audiovisuall (A2) di SMP Negeri 2 Ciawi (2). Terdapat interaksi antara model pembelajaran kontekstual dan media audiovisuall (A) dengan motivasi belajar (B)  terhadap hasil belajar guling lenting di SMP Negeri 2 Ciawi (3). Nilai hasil belajar pada perlakuan model pembelajaran kontekstual dengan motivasi tinggi (A1B1) lebih rendah dari nilai menggunakan media audiovisuall dengan motivasi tinggi (A2B1) di SMP Negeri 2 Ciawi. Nilai hasil belajar guling lenting pada perlakukan model pembelajaran kontekstual dengan motivasi rendah (A1B2) lebih rendah dari penggunaan media audiovisuall dengan motivasi rendah (A2B2) di SMP Negeri 2 Ciawi.AbstractThe purpose of this research is to know the effect of contextual learning model and audiovisual media with students' learning motivation on the learning result of gymnastics floor. This research was conducted on the students of class VIII SMP Negeri 2 Ciawi. This study used treatment by level 2 x 2. The population in this study consisted of 164 and used 32 samples of students. The data analysis technique is a two-lane variance analysis (ANAVA) and followed by Turkey test at a significant level α = 0.05. The results of this study indicate that (1) the value of learning achievement of bolster lenting on the treatment of contextual teaching and learning model (A1) is lower than value using audiovisuall media (A2) in SMP Negeri 2 Ciawi (2). There is an interaction between contextual learning model and audiovisual media (A) with learning motivation (B) to the learning result of lump in the SMP Negeri 2 Ciawi (3). The value of learning outcomes in the treatment of contextual learning models with high motivation (A1B1) is lower than the value of using audiovisuall media with high motivation (A2B1) in SMP Negeri 2 Ciawi. The value of learning achievement of bolster lenting on the treatment of contextual learning model with low motivation (A1B2) is lower than the use of audiovisuall media with low motivation (A2B2) in SMP Negeri 2 Ciawi.

scholarly journals PENERAPAN MODEL CONTEXTUAL TEACHING AND LEARNING UNTUK MENINGKATKAN MOTIVASI SISWA DI KELAS VII SMPN 30 MUARO JAMBI

EduFisika ◽  
2020 ◽  
Vol 5 (01) ◽  
pp. 45-51
Author(s):  
Atika Hapizoh ◽  
Jufrida Jufrida ◽  
Darmaji Darmaji
Keyword(s):  
Student Learning ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Learning Model ◽  
Learning Motivation ◽  
Motivation To Learn ◽  
Contextual Teaching ◽  
Learn Physics

This research was motivated by low of motivation to learn physics at SMPN 30 Muaro Jambi. By using the Contextual Teaching and Learning (CTL) learning model, it is expected that students will more easily to understand and receive knowledge effectively and efficiently. So, it can increase student learning motivation, because the temperature material and its changes contain a description of the material that is conceptual and quantitative, so in presenting this material a learning model is needed to encourage student learning motivation. From the results, it can be seen that there is an increase in learning motivation experienced by students from the first cycle 59.74% to 72.18% in cycle II and 82.61% in cycle III. Thus it can be concluded that the application of the Contextual Teaching and Learning (CTL) learning model can increase student motivation in class VII B SMPN 30 Muaro Jambi.

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.

PENGEMBANGAN VARIASI MENGAJAR DALAM MENINGKATKAN MOTIVASI BELAJAR

2018 ◽  
Vol 6 (1) ◽  
pp. 696-714
Author(s):  
ARIANTI Arianti
Keyword(s):  
Learning Process ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Teaching Styles ◽  
Learning Activities ◽  
Learning Activity ◽  
Motivation To Learn ◽  
Strategic Role ◽  
Strong Motivation ◽  
The Individual

Abstract. This journal discusses the development of variations in teaching in increasing learning motivation. The learning process is an activity that involves an individual (physical and spiritual), learning activities are never carried out without a strong motivation or motivation from within the individual or from outside the individual who participates in learning activities. Therefore, the learning process requires the development and use of variations in teaching to generate student motivation. Variations in teaching include variations in teaching styles, variations in media and materials, and variations in teaching and learning interactions. Motivation has a very important role in learning activities, there is no learning activity without motivation, therefore motivation has a strategic role in achieving the goals or results of learning. Keywords: Development Of Teaching Variations and Motivation to Learn

scholarly journals The Influence of Scramble Learning Models and Motivation Learning on the Results of Citizension Education Class V SD Students State 101766 Bandar Setia

2021 ◽  
Vol 4 (1) ◽  
pp. 288-304
Author(s):  
Dewi Lestari ◽  
Reh Bungana ◽  
Siman Siman
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Motivation ◽  
High Learning ◽  
Quasi Experimental

Teachers have a duty to encourage, guide and provide learning facilities to achieve goals. Teachers have a responsibility to see everything that happens in the classroom to help student development. Teachers must be able to carry out their duties properly by first having to understand carefully the matters relating to the teaching and learning process, because the success of the learning process is supported by the ability of the teacher to develop and generate activeness and students in the learning process. The research method used is the Quasi Experiment (Quasi Experimental Method) with the research design as the basis for the implementation of the research is to distinguish the influence of the Inquiry method and the effect of conventional methods on learning outcomes of Citizenship Education in terms of high learning motivation and low learning motivation where the treatment class is class Va student and Vb class. The following is presented sequentially descriptive data regarding: (1) Civics learning outcomes students are taught using scramble learning model, (2) Civics student learning outcomes are taught using the expository model, (3) Civics student learning outcomes have high learning motivation, (4) Civics student learning outcomes have motivation to learn low, (5)Civics learning outcomes of students who have high learning motivation are taught with the Scramble learning model, (6) Civics learning outcomes of students who have low learning motivation are taught with the Scramble learning model, (7) Civics learning outcomes of students who have high learning motivation are taught using the expository learning model, (8) Civics learning outcomes of students who have low learning motivation are taught using the expository learning model.

scholarly journals TINJAUAN TERHADAP FAKTOR MOTIVASI YANG MEMPENGARUHI PROSES BELAJAR MENGAJAR DALAM PENDIDIKAN AGAMA KRISTEN

2021 ◽  
Author(s):  
Yonatan Joe Sumarto
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Student Motivation ◽  
Driving Force ◽  
Learning Motivation ◽  
Learning Activities ◽  
Learning Achievement ◽  
Christian Religion ◽  
The Face

Motivation in learning is the basis for encouragement, encouragement in the face of ongoing learning. Good motivation when you learn it can affect the state of students, that is, from not wanting to take lessons to want to learn. The role of motivation is to encourage individuals to do something in the learning situation.Motivation can occur in a child's life because of the influence in himself to achieve the goals to be achieved and the influence of others, in this case the teacher motivates students. Because of that the teacher must have a big contribution to motivate the child is not wrong, in following the lesson specifically following the Christian Religion Education.First, learning motivation can provide excitement or encouragement to someone in doing work to achieve something in accordance with what is desired and can provide direction for someone to establish learning activities. Secondly, the motivation of an activity contained in a person that can influence his behavior to carry out his learning activities. Third, motivating learning is important in the learning process, because it functions as a driving force, driving, and can direct learning activities, in this case the teacher who plays a role by preparing methods and materials effectively. Fourth, learning motivation has a tremendous influence on learning achievement, both from within and outside of the student's own influence. Fifth, the emergence of student motivation depends on how the role of a teacher in presenting lesson material to students and by using appropriate teaching methods, as well as PAK teachers.

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