scholarly journals Differences in Motivational Orientation in Physical Education in terms of Gender Differences

2020 ◽  
Vol 3 (3) ◽  
pp. 1428-1434
Author(s):  
Arsani Arsani ◽  
Ali Maksum ◽  
Abdul Rahman SyamTuasikal ◽  
Nining Widyah Kusnanik
Keyword(s):  
Gender Differences ◽  
High School Students ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Junior High ◽  
Mean Value ◽  
Two Dimensions ◽  
T Test ◽  
Motivation Orientation

Motivation is one of the factors that influence the success of the physical education learning process. Motivation is divided into two dimensions, namely intrinsic motivation (arising from within) and extrinsic motivation (which is influenced by external or environmental factors). The success of physical education depends on the amount of motivation (motivation) that appears in students. If intrinsic motivation is greater than extrinsic motivation, the success of physical education will be easier to realize. This study aims to determine the motivation orientation of junior high school students in participating in physical education and to determine differences in motivation orientation based on gender in attending physical education in junior high schools. The population in this study were students of SMPN 40 Surabaya, amounting to 677 students. The research sample was 262 students. Sampling was done by random sampling technique with class as the unit of analysis. The data collection method in this study used a motivational questionnaire adapted from Deci (1971). This questionnaire has a validity of 0.356 to 0.755 and reliability (alpha) of 0.6854. To analyze the data, we used parametric statistical analysis of one sample t-test & independent samples t-test. To process it using the Windows version 20.00 SPSS statistical application program. The results obtained from the analysis of the one sample t-test as a whole obtained a mean value of 20.94 intrinsic motivation and a mean value of 14.63 extrinsic motivation. So that intrinsic motivation is greater than extrinsic motivation. For the results of the independent analysis of the sample t-test, it was obtained that F count was 3.68 with a significance of 0.00. Because it is significant 0.00 <0.05, the hypothesis is accepted. From the data analysis, it can be concluded that the motivation orientation of students of SMPN 40 Surabaya tends to be intrinsic and there are significant and significant differences in the motivation orientation between male students and female students based on gender differences.

scholarly journals Hubungan Self Efficasy dan Motivasi dengan Pemahaman Konsep IPA Terpadu Siswa Kelas VIII SMP Pertiwi 2 Padang

2018 ◽  
Vol 18 (3) ◽  
pp. 595
Author(s):  
Reni Nastuti ◽  
Lelfita Lelfita ◽  
Elbasthoh Elbasthoh
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Self Efficacy ◽  
Junior High ◽  
Significance Test ◽  
T Test ◽  
Degree Of Freedom ◽  
Relationship Of ◽  
The Relationship

The research aims to describe 1.The relationship of self-efficacy and the students understanding of the concept of Pertiwi 2 Junior High School Padang. 2. The relationship of motivation and the understanding of the concept of Pertiwi 2 Junior High School students. Factors that can influence a student's understanding of concept are not only depend on the media, model, strategy and learning environment but depend on the students themselves which are self efficacy and motivation. The research is begun at the beginning of the even semester of 2017/2018 academic year. The population in this study was eight (VIII) grade students of Pertiwi 2 Junior High School Padang. The variables consisted of self efficacy (X1), motivation (X2) and understanding of concept (Y). The sample used random sampling which totaled 52 samples. The type of research is descriptive research. The instrument used in this study is questionnaire. The essay as a test is given at the end of Science study to find out the students level of understanding concepts. Based on the data analysis self efficacy 0.184 in the lowest relationship level. According to the significance test, was used t test, in real level = 0,05 with degree of freedom (dk=44) was obtained ttable 1,68. Based on the criteria of the test, ttable = 1.68 and t count = 1.243. Means Hi was rejected and H0 was accepted. The motivation relationship level is 0.089 in the lowest level. Based on the significance test, was used t test, in real level = 0,05 with degree of freedom (dk=44) was obtained ttable 1,68. The tests criteria result is ttable =1,68 dan t count =0.593. Means Hi is rejected and H0 was accepted. So, it can be concluded as there is no significant relationship of self efficacy and motivation with the understanding of concepts of integrated science in VIII class of Pertiwi 2 Junior High School Padang.

scholarly journals Effects of Music on Mood During Basketball Play in Junior High School Physical Education

2020 ◽  
Vol 78 (1) ◽  
Author(s):  
David Barney ◽  
Francis Pleban ◽  
Jemal Gishe
Keyword(s):  
High School ◽  
High School Students ◽  
Physical Education ◽  
Junior High School ◽  
Junior High ◽  
Short Form ◽  
Activity Levels ◽  
School Students ◽  
P Values ◽  
High School Physical Education

The incorporation of music in the physical education (PE) environment during physical activity has been shown to be beneficial for participants. Karageorghis et al. (1999) created a conceptual framework focusing on asynchronous music, identifying four factors important to a given piece of music: rhythm response, musicality, cultural impact, and association. The purpose of this study was to investigate the effect of two conditions, with and without the incorporation of music, in the PE environment on student moods in 948 junior high school students (501 males, 447 females). The conditions were measured using the Profile of Mood States (POMS) Short Form. Significant differences were observed in the mean scores of POMS between preintervention (without music) and postintervention (with music) for total mood disturbance, tension, anger, fatigue, depression, and confusion (all p values < 0.0001), as well as significantly higher mean scores for esteem-related affect and vigor (p values < 0.0001). Results from this study, and others, provide an impetus for PE teachers and PE teacher education to incorporate music during games/activities for the purpose of improving student moods and subsequent activity levels.

scholarly journals Relationship In Intrinsic Learning Motivation with Cognitive Learning Competency of Sains Students In Class VII Junior High School 16 Padang

2019 ◽  
Vol 4 (4) ◽  
pp. 26
Author(s):  
Septia Utari ◽  
Rahmadhani Fitri ◽  
Sa'diatul Fuadiyah ◽  
Relsas Yogica
Keyword(s):  
High School ◽  
Intrinsic Motivation ◽  
Junior High School ◽  
Extrinsic Motivation ◽  
Junior High ◽  
Cognitive Learning ◽  
Learning Motivation ◽  
Test Analysis ◽  
Learning Competencies ◽  
The Relationship

Many factors influence cognitive competency in learning, one of which is student motivation. Motivation is an impulse that is contained in a person to try to make behavioral changes that are better in meeting their needs. Learning motivation is basically divided into two, namely intrinsic motivation and extrinsic motivation. Intrinsic motivation is motivation that arises from within the individual himself without any coercion or encouragement from others, but on the basis of his own will. While extrinsic motivation is an encouragement from outside a person. This study aims to determine the relationship between intrinsic learning motivation and IPA cognitive learning competencies of class VII students of SMP 16 Padang. This study is a descriptive study that seeks the relationship between two variables. Data analysis using Pearson Product Moment correlation formula to see how the relationship between intrinsic learning motivation and science learning cognitive competencies. Correlation analysis to see how much the relationship between motivation and learning competence and t-test analysis contributed to see the significance of a relationship. Data collection techniques used in this study were research instruments in the form of questionnaires on students' metacognitive abilities. The biology learning competency value of VII grade science students of SMP 1 Padang is taken from students' daily test scores in the second semester of the 2018/2019 academic year. The results showed that there was no positive and significant relationship between learning motivation and students' IPA cognitive learning outcomes in class VII of 16 Padang Junior High School with a tcount of 0.78, and ttable of 1,697The correlation of learning motivation with learning competencies is in the very low category with a value of r = 0.14.

scholarly journals Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study

2020 ◽  
Vol 17 (16) ◽  
pp. 5729 ◽  
Author(s):  
Cezary Kuśnierz ◽  
Aleksandra M. Rogowska ◽  
Iuliia Pavlova
Keyword(s):  
Gender Differences ◽  
Academic Performance ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Personality Traits ◽  
Academic Motivation ◽  
Five Factor Model ◽  
Cross Cultural ◽  
And Gender ◽  
The Relationship

Background: This study examined the relationship of academic performance with the Big Five traits of personality, academic motivation, and gender in a cross-cultural context. Methods: Participants in the study were 424 university students of physical education (PE) departments from Poland (53%) and Ukraine (47%). Undergraduates completed a brief version of the International Personality Item Pool (Mini-IPIP) to assess the Five-Factor model of personality, the Academic Motivations Scale (AMS), and grade point average (GPA). Results: Polish PE students scored higher in emotional stability and extroversion and had a higher GPA than Ukrainian PE undergraduates. Gender differences were found in both personality traits and academic motivation scales. Intrinsic motivation may predict academic performance. Conscientiousness and intellect emerged as mediators of the relationship between intrinsic motivation and academic performance and gender was found as a moderator in the relationship between conscientiousness and academic success. Conclusions: Women are more motivated regarding academic achievements than men. In addition to intrinsic motivation, the most important factors for academic grades are some personality traits, gender, and cultural differences. Openness and conscientiousness in men are mediators between intrinsic motivation and academic performance. The results of this study may be useful for PE academic teachers to improve the motivation of their students.

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