scholarly journals PENGARUH PENGGUNAAN MULTIMEDIA PEMBELAJARAN DAN MOTIVASI TERHADAP PRESTASI BELAJAR BAHASA INGGRIS DI SMA 10 PALEMBANG

2020 ◽  
Vol 1 (2) ◽  
pp. 181-192
Author(s):  
Violeta Nirmala
Keyword(s):  
Student Achievement ◽  
School District ◽  
Path Analysis ◽  
Achievement Motivation ◽  
Structural Equation ◽  
Critical Ratio ◽  
Motivation To Learn ◽  
Learning To Learn ◽  
Learning Achievement ◽  
Learning English

The influence the use of multimedia learn and motivation achievement  of students in learning English lesson in school district 10 Palembang. Guided by Waspodo and H.Lin Yan Syah. In the process of achieving the goal of learning, the use of multimedia motivation to learn is also a very big role on the interpretation of student learning. Due to the learning motivation in students , thus increasing learning achievement is also high on student achievement. The purpose of the study is to investigate and examine the effect of multimedia learning and motivation against students in achievement learning English lesson in school in school district 10 Palembang. The study also wanted to know and test whether the two exogenous variables from the above that the dominant influence on student achievement in English language subject in school district 10 Palembang. Causal type of research is the research that aims to explain the influence of several variables. The object of the study were students and a sample set a of 60 samples. By using random sampling model analysis was used to prove the hypothesis that use of the Path Analysis Testing (path analysis) with AMOS, USING Structural Equation Model (SEM). SEM results with the value of CR (Critical Ratio) of-0 082 for multimedia on learning achievement and 8595 for Achievement Motivation Learning to learn, with CR Values > 1671 CR means of two values which are able to explain and a strong influence on the variable endogenous variable is the motivation to learn.  Where multimedia effect on motivation to learn is casually with the CR 3297

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 Physical Fitness and Learning Achievement Academic in Children Aged 10-12 years

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Herli Pardilla
Keyword(s):  
Student Achievement ◽  
Physical Fitness ◽  
Path Analysis ◽  
Student Learning ◽  
Direct Impact ◽  
Analysis Method ◽  
Test Technique ◽  
Learning Achievement ◽  
The Impact

The purpose of the study. The purpose of this study was to determine how big the impact of physical fitness on student achievement Materials and methods. The method in this research is a path analysis method with a correlational test technique. Correlational refers to taking the rsquare hypothesis, which is how big the impact of the correlation between physical fitness and student learning achievement is and this study uses the SPSS Version 25 application. Results.The results found that the level of the variable physical fitness on learning achievement with r = 0.708 with rsquare = 0.501 Coefficients sig value . 0.000. It turns out that the value of sig. 0.000 is less than the probability value of 0.00 or the value of 0.05>0.000. Conclusions.  Then Ha is accepted and H0 is rejected, meaning that the path analysis coefficient is significant. This study proves that there is a direct impact of physical fitness on student achievement.

scholarly journals Keefektifan Model Problem Based Learning dan Motivasi Berprestasi Siswa dalam Pencapaian Prestasi Belajar Fisika

2019 ◽  
Vol 4 (1) ◽  
pp. 35-54
Author(s):  
I Made Yuda Suryawan ◽  
I Wayan Santyasa ◽  
I Gede Aris Gunadi
Keyword(s):  
Student Achievement ◽  
Achievement Motivation ◽  
Problem Based Learning ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Learning Achievement ◽  
Group Design ◽  
Post Test ◽  
Equivalent Control

ABSTRAKSI: Penelitian ini mendeskripsikan pengaruh interaktif antara model pembelajaran dan motivasi berprestasi terhadap prestasi belajar Fisika. Penelitian menggunakan kuasi eksperimen dengan desain pre-test dan post-test non-equivalent control group design. Populasi penelitian adalah siswa Kelas X MIPA SMAN (Matematika dan Ilmu Pengetahuan Alam, Sekolah Menengah Atas Negeri) 1 Kubutambahan di Bali, Indonesia, yang terdiri dari empat kelas atau 130 orang. Data dianalisis menggunakan analisis deskriptif dan analisis kovarian dua jalur. Hasil penelitian mengungkapkan bahwa prestasi belajar siswa diakibatkan oleh perbedaan model pembelajaran. Prestasi belajar yang lebih tinggi diraih oleh siswa yang menerima perlakuan model PBL (Problem Based Learning atau Pembelajaran Berbasis Masalah). Perbedaan prestasi belajar siswa juga diakibatkan oleh perbedaan motivasi berprestasi. Prestasi belajar yang lebih tinggi diraih oleh siswa yang memiliki MBT (Motivasi Berprestasi Tinggi). Akhirnya, ada pengaruh interaktif antara model pembelajaran dan motivasi berprestrasi terhadap prestasi belajar siswa. KATA KUNCI: Model Pembelajaran; Prestasi Belajar; Motivasi; Matapelajaran Fisika. ABSTRACT: “Effectiveness of the Problem Based Learning Model and Student Achievement Motivation in Gaining the Physics Learning Achievements”. The research describes the interactive influence between model of learning and achievement motivation toward Physics learning achievement. The research used a quasi experimental study with pre-test and post-test non-equivalent control group design. The population of this study were the students of Class X Mathematics and Sciences at the Public Senior High School 1 Kubutambahan in Bali, Indonesia, consisted of four classes or 130 people. Data were analyzed using descriptive analysis and two-ways analysis of covariance. The results of this study reveal that the student achievement is due to the differences in learning models. Higher learning achievement was achieved by students who received treatment of PBL (Problem Based Learning) model. The differences in student achievement are due to also the differences in achievement motivation. Higher achievement of learning achieved by students who have high achievement motivation. Lastly, there are the interactive influences between learning model and achievement motivation towards the student achievement.KEY WORD: Learning Model; Learning Achievement; Motivation; Physics Subject.    About the Authors: I Made Yuda Suryawan, S.Pd. adalah Mahasiswa Jurusan Pendidikan Fisika FMIPA UNDIKSHA (Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Ganesha) di Singaraja 81116, Bali, Indonesia. Prof. Dr. I Wayan Santyasa dan Dr. I Gede Aris Gunadi adalah Dosen di Jurusan Pendidikan Fisika FMIPA UNDIKSHA di Singaraja 81116, Bali, Indonesia. Untuk kepentingan akademik, alamat emel penulis adalah: [email protected], [email protected], dan [email protected] Citation: Suryawan, I Made Yuda, I Wayan Santyasa I Gede Aris Gunadi. (2019). “Keefektifan Model Problem Based Learning dan Motivasi Berprestasi Siswa dalam Pencapaian Prestasi Belajar Fisika” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Volume 4(1), Maret, pp.35-54. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Article Timeline: Accepted (November 10, 2018); Revised (January 15, 2019); and Published (March 30, 2019).

scholarly journals Hubungan Motivasi Berprestasi dan Minat Berorganisasi Terhadap Indeks Prestasi Belajar Mahasiswa Pada Jurusan Pendidikan Teknik Informatika

2017 ◽  
Vol 6 (2) ◽  
pp. 267
Author(s):  
Ni Made Krisnamurti Udayani . ◽  
Dr. Ketut Agustini, S.Si, M.Si. . ◽  
Dr. Dewa Gede Hendra Divayana, S.Kom., M .
Keyword(s):  
Student Achievement ◽  
Correlation Coefficient ◽  
Achievement Motivation ◽  
Positive Relationship ◽  
Learning Achievement ◽  
Ex Post ◽  
Engineering Department ◽  
Ex Post Facto ◽  
Linearity Test ◽  
Academic Year

Penelitian ini bertujuan untuk mengetahui hubungan motivasi berprestasi dan minat berorganisasi terhadap indeks prestasi belajar mahasiswa pada Jurusan Pendidikan Teknik Informatika tahun ajaran 2016/2017. Penelitian ini adalah penelitian Ex Post Facto dengan teknik korelasional. Penelitian ini dilakukan di Jurusan Pendidikan Teknik Informatika, subyek yang diteliti adalah mahasiswa angkatan 2014 dan 2015 semester ganjil tahun ajaran 2016/2017 dengan jumlah sampel sebanyak 125 mahasiswa. Variabel yang diteliti adalah dua variabel bebas yaitu motivasi berprestasi dan minat berorganisasi, serta satu variabel terikat yaitu indeks prestasi belajar. Data motivasi berprestasi dan minat berorganisasi diperoleh melalui penyebaran angket, sedangkan untuk variabel indeks prestasi belajar diperoleh dari kartu hasil studi (KHS) dari masing-masing mahasiswa serta untuk mendapatkan penjelasan mengenai hubungan yang diberikan antar variabel penelitian dilakukan analisa dengan teknik korelasi dan regresi dengan terlebih dahulu melakukan uji prasyarat analisis yaitu uji normalitas, uji linieritas, uji multikolinieritas, dan uji heteroskedastisitas. Hasil penelitian menunjukkan Terdapat hubungan yang positif antara Motivasi Berprestasi terhadap Indeks Prestasi Belajar mahasiswa Jurusan Pendidikan Teknik Informatika Undiksha, dengan koefisien korelasi R sebesar 0,463 dan nilai probabilitas 0.000 dengan kata lain bahwa semakin tinggi skor motivasi berprestasi maka semakin tinggi pula hubungan terhadap indeks prestasi belajar. Terdapat hubungan yang positif antara Minat Berorganisasi terhadap Indeks Prestasi Belajar mahasiswa Jurusan Pendidikan Teknik Informatika Undiksha, dengan koefisien korelasi R sebesar 0,180 dan nilai probabilitas 0.000 dengan kata lain semakin tinggi skor minat berorganisasi maka semakin tinggi pula hubungan terhadap indeks prestasi belajar, dan terdapat hubungan yang positif antara Motivasi Berprestasi dan Minat Berorganisasi secara bersama-sama terhadap Indeks Prestasi Belajar mahasiswa Jurusan Pendidikan Teknik Informatika Undiksha, dengan koefisien korelasi R sebesar 0,540 dan nilai probabilitas 0.000 dengan kata lain bahwa jika variabel motivasi berprestasi (X1) dan minat berorganisasi (X2) meningkat secara bersama-sama maka akan diikuti dengan meningkatnya variabel indeks prestasi belajar (Y) mahasiswa pada Jurusan Pendidikan Teknik Informatika .Kata Kunci : Motivasi Berprestasi, Minat Berorganisasi, Indeks Prestasi Belajar This study aims to determine the correlation between achievement motivation and organizational interest trough grade point average of students in pendidikan teknik informatika academic year 2016/2017. This research is Ex Post Facto research with correlation technique. This research was conducted in the Department of Informatics Engineering, the subjects studied were the students of class of 2014 and 2015 odd semester of the academic year 2016/2017 with the number of samples of 125 students. The variables studied are two independent variables, namely achievement motivation and organizational interest, and one dependent variable is the learning achievement index. The data of achievement motivation and organizational interest were obtained through questionnaire, while for the variable of learning achievement index was obtained from the study result card (KHS) from each student and to get explanation about the relationship given between the variables of the study was done by correlation and regression analysis Used to perform prerequisite analysis test ie normality test, linearity test, multicollinearity test, and heteroscedasticity test. The results showed that there was a positive relationship between Achievement Motivation on Student Achievement Index of Education Department of Informatics Engineering Undiksha, with R correlation coefficient of 0,463 and probability value 0.000 in other words that the higher score achievement motivation hence the higher also relation to index of learning achievement. There is a positive relationship between the Interest of Organizing to the Student Achievement Index of Undiksha Informatics Engineering Department, with R correlation coefficient of 0,180 and the probability value 0.000. In other words, the higher the score of organizational interest, the higher the relation to the index of learning achievement, Positive relationship between Achievement Motivation and Interests Organize together to the Student Achievement Index of Undiksha Informatics Engineering Department, with R correlation coefficient of 0,540 and probability value 0.000 in other words that if the achievement motivation variable (X1) and organizational interest (X2) increases Together it will be followed by the increase of student achievement index variable (Y) students in the Department of Informatics Engineering Education.keyword : Achievement Motivation, interest Organize, Learning Achievement Index

Effects of Technology in Mathematics on Achievement, Motivation, and Attitude: A Meta-Analysis

2017 ◽  
Vol 57 (2) ◽  
pp. 283-319 ◽  
Author(s):  
Kristina Higgins ◽  
Jacqueline Huscroft-D’Angelo ◽  
Lindy Crawford
Keyword(s):  
Student Achievement ◽  
Achievement Motivation ◽  
Technology Use ◽  
Student Outcomes ◽  
Review Process ◽  
Meta Analysis ◽  
Mathematical Achievement ◽  
Motivation To Learn ◽  
Impact Of Technology ◽  
Systematic Review Process

Several studies show that using technology as an intervention tool in mathematics influences student outcomes, motivation to learn, and attitude about learning. However, no meta-analysis exists that examines all three of these characteristics combined along with several facets of the interventions. Understanding how motivation and attitude changes and influences student learning when technology is involved is essential in effectively using technology to enhance mathematical achievement. The current study uses a systematic review process to determine the effects of technology use on student achievement, motivation, and attitude. Different aspects of the intervention are examined (type of intervention, type of treatment, duration of the intervention, mathematical content area, and context of the learning environment). Results from 24 articles (4,522 subjects) indicate a significant overall impact of technology on student achievement, motivation, and attitudes; however, results vary based on the different aspect of the intervention examined.

scholarly journals PENGARUH KOMPETENSI GURU TERHADAP KINERJA GURU DAN PRESTASI BELAJAR SISWA DI KOTA MAKASSAR

2020 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Afiah Mukhtar ◽  
Luqman MD
Keyword(s):  
High School ◽  
Student Achievement ◽  
High School Students ◽  
Student Learning ◽  
Structural Equation ◽  
Teacher Performance ◽  
Equation Modeling ◽  
School Students ◽  
Learning Achievement ◽  
Achievement Data

This research is to study the competencies of teachers and student achievement. Data sources used in this study are primary and secondary data, with PNS teacher participants in the Makassar City Education and Culture Office, as for the sample of 183 teacher respondents. Analysis of the data used in this study is Structural Equation Modeling (SEM). Based on the research results obtained positive and significant competence on the performance of high school teachers in Makassar City, while the evaluation of competencies on student achievement has positive and not significant results on the learning achievement of high school students in Makassar City. Intervening variable test results obtained positive and significant assessment competence on student achievement in high school in Makassar through teacher performance, direct competency complaints against student learning achievement when teacher performance is significant on student learning achievement.

scholarly journals Peran Kemandirian Belajar dalam Memediasi Pengaruh Motivasi Berprestasi terhadap Prestasi Belajar Mahasiswa Selama Pembelajaran Daring

2021 ◽  
Vol 13 (1) ◽  
pp. 9
Author(s):  
Nurul Matsani ◽  
M. Arief Rafsanjani
Keyword(s):  
Structural Equation Modeling ◽  
Data Collection ◽  
Achievement Motivation ◽  
Indirect Effect ◽  
Structural Equation ◽  
Economic Education ◽  
Independent Learning ◽  
Equation Modeling ◽  
Learning Achievement

This study aims to analyze and examine the role of independent learning in mediating the effect of achievement motivation on student achievement during online learning. Respondents of this study were 158 active students of the Department of Economic Education, UNESA, batch 2018. Data collection techniques were through questionnaires and documentation, then the data were analyzed using the SEM (Structural Equation Modeling) test. The results of this study indicate that achievement motivation has a direct and significant effect on learning achievement. Achievement motivation has a direct and significant effect on learning independence. Learning independence has no direct and insignificant effect on learning achievement. and achievement motivation has an indirect effect on learning achievement through independent learning with a total value of 20%.

scholarly journals Konseling Kelompok Dengan Choice Theory Untuk Meningkatkan Motivasi Berprestasi Siswa

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Eko Hardi Ansyah
Keyword(s):  
Student Achievement ◽  
Experimental Design ◽  
Achievement Motivation ◽  
Group Counseling ◽  
Choice Theory ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Achievement ◽  
Experimental Group

The Student Achievement Motivation is an encouragement of student to obtain the learning achievement. The low of this motivation can affect the low of learning achievement. In consequence, it required an effort to improve this achievement motivation. The Group Counseling represent counseling that utilizing group to teach the client about how to think, plan, and behave effectively which is hypothesized could improve the student achievement motivation. This research aims to know the effectiveness of group counseling with choice thery to improve the student achievement motivation. This research is conducted by experimental design to 18 students with low learning achievement. The subjects were divided into two groups, that is, control and experimental group. In control group, researcher doesn't give the treatment. In experimental group, the researcher give the treatment in the form of group counseling with choice theory. Data analyzed for the result of student achievement tha conducted in pretest and posttest with covarian analysis. The result shows that there is different between control and experimental group with F(2,15) = 5,545; p = 0,033; p < 0,05; n2 = 0,27, so hypothesis that there is different between the student achievement motivation with low learning achievement based on participation in group counseling with choice theory is accepted. Thereby, the group counseling with choice theory treatment is proven to improve the student achievement with low learning motivation in experimental group. This treatment contribution to improve the student achievement motivation with low learning achievement is about 27%. So that this treatment could be conducted to solve the low learning achievement student. 

scholarly journals HUBUNGAN ANTARA MOTIVASI BERPRESTASI DAN KEBIASAAN BELAJAR MATEMATIKA SISWA DENGAN PRESTASI BELAJAR SISWA

2019 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
SAIFULLAH SAIFULLAH ◽  
MUCHLIS MUCHLIS
Keyword(s):  
Student Achievement ◽  
Student Learning ◽  
Correlation Coefficient ◽  
Achievement Motivation ◽  
Significant Relationship ◽  
Mathematics Learning ◽  
Correlation Study ◽  
Regression Equation ◽  
Coefficient Of Determination ◽  
Learning Achievement

This study aims to determine whether there is a relationship between achievement motivation and students' mathematics learning habits with student achievement. This research is a correlation study consisting of two independent variables, namely achievement motivation and students' mathematics learning habits, and one dependent variable, student learning achievement. The research was conducted in Bima City 5 Middle School Class VIII-B in 2017 with a sample of 23 people taken by proportional random sampling. The results of this study produce three conclusions, namely: There is a positive and significant relationship between achievement motivation and student achievement with a correlation coefficient (ry1) of 0.90 and a coefficient of determination (r1y1) of 90% with a regression equation Ŷ1 = 53.832 + 2.579X1. A positive and significant relationship between students' mathematical learning habits and student achievement, with a correlation coefficient (ry2) of 0.74 and a coefficient of determination (r²y2) of) 74% with a regression equation Ŷ1 = 7.102 + 0.742X2. Positive and significant relationship between achievement motivation and mathematics learning habits of students with student learning achievement with a correlation coefficient (ry12) of 0.830 and a coefficient of determination (r²y12) of 83% with a regression equation Ŷ12 = 3.177 +0.062 X1 + 0.753X2. The conclusion of this study is that student learning achievement can be improved through increasing achievement motivation and students 'mathematics learning habits as indicated by the determination coefficient of 0.830 which means the contribution of achievement motivation and students' mathematics learning habits with student learning achievement is 83%.

scholarly journals The Influence of Motivation and Learning, Teaching Methods and Means of Education Student Achievement

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Ifit Novita Sari
Keyword(s):  
Student Achievement ◽  
Living Environment ◽  
Education Student ◽  
Motivation To Learn ◽  
Learning Method ◽  
Learning Achievement ◽  
Study Population ◽  
Regression Techniques ◽  
Independent Variable ◽  
Motivation And Learning

Abstract.setting the whole student STIENU trate Gresik as the study population. Distributing questionnaires planned and carried out in August 2015. As a sample, so much as the entire population sampled, collected as many as 66 questionnaires were then conducted proving the hypothesis through multiple linear regression techniques. The results showed that F count> F table (147.930> 2,753) with the support of significance (p) <0.05; or in other words proved that together independent variables in this study consists of motivation sailed (X1), the learning method (X2) and education (X3) significantly affects the dependent variable is the student achievement (Y). Taken together learning motivation (X1), the learning method (X2) and education (X3) were able to explain the learning achievement (Y) of 87.1% and only 22.9% were able influenced by other variables outside of this research such as parenting parents, living environment, heredity and so forth. Research also get the fact that it is known from the data analysis where the motivation to learn is the independent variable that gives the greatest influence (49%) to the learning achievement compared with the influence of other variables.

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