scholarly journals Pengaruh Kreativitas Guru terhadap Motivasi Belajar Siswa di SMP YPN Bojonggede Bogor

2021 ◽  
Vol 3 (1) ◽  
pp. 85-94
Author(s):  
Marwati Ulfah ◽  
Eda Laelasari ◽  
Ismail Mustaqim
Keyword(s):  
High School ◽  
Student Learning ◽  
Religious Education ◽  
Significant Influence ◽  
Junior High School ◽  
Significance Test ◽  
Learning Motivation ◽  
Coefficient Of Determination ◽  
Education Teacher ◽  
Correlation Techniques

  The research was in the background by viewing the fact on the ground that many students are often bored and students tend to passively listen to the teacher's descriptions because the less attractive lesson material transmission and the lack of communication between teacher and student in the lesson, resulting in a lack of student's learning motivation. With that background, researchers are intrigued to examine whether the creativity of a teacher in Islam is affecting students' learning motivation. The research was conducted in Junior High School YPN Bojonggede Bogor. The population is 103 students while the sample is 35 students. The study implemented correlation methods with research instruments using angkets for the creativity of the islamic religious education teacher and student learning motivation. Data was analyzed using product moment correlation techniques. Research shows r calculated= 0.47 > r table= 0.344. Thus Ha is accepted and Ho rejected which means there is an influence in the creativity of teachers of Islam's education on students' learning motivation. So is the significance test with t test show t count 3.0590 > t table 2.0301. This means the influence of the creativity of the islamic religious education teacher on student learning motivation is a significant influence, while  the  contribution  of  the  creativity  of  the  islamic  religious  education  teacher  on  the student's learning motivation is shown by KD (Coefficient of Determination) as 22.09%.

scholarly journals PENERAPAN STRATEGI PEMBELAJARAN PARTISIPATORI LEARNING PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM

2020 ◽  
Vol 7 (1) ◽  
pp. 55
Author(s):  
Moch. Subekhan
Keyword(s):  
High School ◽  
Student Learning ◽  
Learning Strategies ◽  
Religious Education ◽  
Junior High School ◽  
Learning Strategy ◽  
Learning Motivation ◽  
Learning Activities ◽  
Participatory Learning ◽  
Improving Student Learning

Learning is an important part in the transformation of knowledge in both formal and non-formal education. As time goes by and the learning process still faces various problems in the field. Among those problems is related to the use of learning strategies by a teacher. The use of learning strategies should be able to increase learning motivation, but there are many uses of learning strategies that can not increase student motivation. From here the researchers tried to implement participatory learning strategies to increase student learning motivation in Islamic Religious Education subjects. The formulation of the problem in this study is how the effectiveness of the implementation of Participatory Learning Learning Strategies in Improving Student Learning Motivation in Islamic Religious Education Subjects in Pontang 1 Junior High School. While the purpose of this study is to describe the Effectiveness of Implementing Participatory Learning Strategies in Improving Student Learning Motivation in Islamic Religious Education Subjects. This research was conducted at Pontang 1 Junior High School. The research approach used in this study uses a qualitative approach while the research method used is a descriptive qualitative method. Data collection techniques used were observation, interviews and documentation. Data analysis using the Miles and Huberman model, which is an interactive analysis model. The steps of analysis include data reduction, data presentation and conclusion. The informants in this study are the principal, teachers of Islamic education subjects and students. In the process of carrying out this research there were 6 stages that were passed. The stages are as follows: 1) The stage of fostering familiarity, 2) The stage of identifying needs, resources, and possible barriers to learning, 3) The stage of formulating learning objectives, 4) The stage of preparing learning activities programs, 5) The stage of implementing learning activities and 6) Stage of assessment of the process and results of learning activities. The results of this study indicate that the application of this learning strategy is less effective for learning Islamic Religious Education subjects. students do not have a high motivation to learn so, in learning many students do not pay attention to the material. So that the application of this learning strategy is less effective students are less interested and less motivated to learn Islamic Religious Education because the material has already been obtained.

Pengaruh Penggunaan Media Audio Visual terhadap Motivasi belajar PAK siswa kelas X

2020 ◽  
Vol 18 (1) ◽  
pp. 48-58
Author(s):  
Lilis Samsia Nababan
Keyword(s):  
High School ◽  
Religious Education ◽  
Significant Influence ◽  
Visual Media ◽  
Senior High School ◽  
Learning Motivation ◽  
Coefficient Of Determination ◽  
Education Class ◽  
X State ◽  
Academic Year

This study aims to determine the positive and significant influence between the use audio visual media on the motivation of students studying Christian Religious Education Class X State Senior High School 2 Siborongborong North Tapanuli Regency 2019/2020 Academic Year, with a hypothesis there is a positive and significant effect between the use of media Audiovisual Learning Motivation for Christian Religious Education Class X State Senior High School 2 Siborongborong North Tapanuli Regency 2019/2020 Academic Year.This study uses a descriptive quantitative inferential approach, with a population of all students of class X Middle School 2 Siborongborong totaling 300 people with a sample of 42 people. Data were collected by 30 closed questionnaires compiled by the author based on variable indicators according to expert theory. The questionnaire trial was conducted on 30 students who were not research respondents, and had tested its validity and reliability. The results of data analysis show that there is a positive and significant influence between the use of audiovisual media on the learning motivation of Christian religious education in class X students of SMA Negeri 2 Siborongborong, North Tapanuli Regency in the 2019/2020 academic year with a coefficient of determination (= 38.06% and a significant test of influence is obtained 24.15 4.08, meaning Ho is rejected and Ha is accepted. Keywords: audio visual media, Christian Religious Education Learning Motivation

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.

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

2018 ◽  
Vol 19 (2) ◽  
pp. 68-83
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.

scholarly journals Pengaruh Penerapan Pembelajaran Berorientasi Aktivitas Siswa Dan Motivasi Belajar Terhadap Prestasi Belajar Siswa Kelas IX SMP Negeri 3 Kabupaten Pamekasan

2019 ◽  
Vol 3 (1) ◽  
pp. 73
Author(s):  
Tiwuk Sutanti
Keyword(s):  
High School ◽  
Significant Influence ◽  
Junior High School ◽  
Junior High ◽  
Ninth Grade ◽  
Learning Motivation ◽  
Learning Achievement ◽  
The Subject ◽  
Ninth Grade Students ◽  
Positive Effect

This research related to Implementation of instruction based students’ activities and Students’ learning Motivation toward students’ learning achievementt of Ninth Grade Students State Junior High School 3 Pamekasan regency . The students’ learning achievementt is influenced by Implementation of instruction based students’ activities. Additionally it is influenced by Students’ learning Motivation. Good and regularly Implementation of instruction based students’ activities brings a positive effect on the students’ learning achievement and a high learning motivation in teaching will increase the students achievement.            The purpose of this research is (1) to describe  Implementation of instruction based students’ activities toward students’ learning achievement. (2) to describe the significant influence of the Students’ learning Motivation toward students’ learning achievement . (3) to describe the significant influence of Implementation of instruction based students’ activities and Students’ learning Motivation simultaniously toward students’ learning achievement.            The design of this research is descriptive quantitative. The subject of the research is Ninth Grade Students of State Junior High School 3 Pamekasan. The data collecting technique is by giving some questionnaires. Data analyzing technique used patial and multi-regression computerized SPSS 17.00 program for windows. The Result and the discussion as follows:  a) There is a significant influence on the Implementation of instruction based students’ activities  (X1) toward students’ learning achievement is about 0,312. b) There is a significant influence on the Students’ learning Motivation (X2) toward students’ learning achievement is about 0,062 by the significanct level 0,000, on t-account, that means smaller than 0,05. It can be concluded that X1 and X2 are very significant. c) There is a significant influence on the Implementation of instruction based students’ activities and Students’ learning Motivation simultaneously toward students’ learning achievement is about 17,617 by the significanct level 0,000, on F-account, that means smaller than 0,05. It can be concluded that X1 and X2 are very significant toward Y.

scholarly journals Strategi Guru PAI dalam Meningkatkan Motivasi Belajar Siswa SMPN 1 Wih Pesam, Bener Meriah

2021 ◽  
Vol 3 (1) ◽  
pp. 125-146
Author(s):  
Eliana
Keyword(s):  
High School ◽  
Student Learning ◽  
Junior High School ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Extrinsic Motivation ◽  
Junior High ◽  
Learning Objectives ◽  
Learning Motivation ◽  
Islamic Education

A teacher has a big responsibility in the teaching and learning process. Therefore, the teacher must motivate the students because motivation is one factor that can affect the success or failure of all student activities in learning. This study aims to determine the strategies of Islamic Education teachers in increasing learning motivation, efforts of Islamic Education teachers in increasing student motivation, and to find out the obstacles and solutions as an effort of Islamic Education teachers in increasing student motivation of Junior High School in the sub-district of Wih Pesam, Bener Meriah Regency. This study is through a qualitative approach with data collection techniques through observation, interviews, and documentation studies. The results of the study concluded that the Islamic Education teacher strategy in increasing student learning motivation Junior High School in the sub-district of Wih Pesam, Bener Meriah Regency can be done with several steps, including; explain learning objectives to students, give gifts (rewards), bring up rivals or competencies, give praise, provide penalties and sanctions, generate encouragement to learn, form good learning habits, help students learning difficulties both individually and in groups, using various methods and must be by the learning objectives. Islamic education teachers' efforts in increasing learning motivation can be made through two motivational approaches, both intrinsic and extrinsic motivation. Intrinsic motivation can be done utilizing; giving gifts (reward), giving positive competence, giving advice and guidance, giving punishment or sanctions. While the extrinsic motivation approach can be made using the suitable method, the teacher must be creative, carry out self-reflection for students, give responsibility to students, make changes to the learning atmosphere, learning objectives must be clear, and identify student learning outcomes. While the obstacles faced by Islamic Education teachers are: still lack of reading books, lack of motivation from parents, improper learning methods used, and lack of interest in students in Islamic Education. While the solution is; foster students' interest in Islamic Education lessons, provide advice and guidance, give parents advice, and add activities to Islamic Education.

scholarly journals BEBERAPA FAKTOR YANG BERPENGARUH TERHADAP MOTIVASI BELAJAR MAHASISWA PERGURUAN TINGGI SWASTA (PTS) (STUDI KASUS PADA MAHASISWA FAKULTAS EKONOMI DI KOTA PALEMBANG)

2017 ◽  
Vol 13 (2) ◽  
pp. 155-170
Author(s):  
Dwi Eka Novianty ◽  
Junaidi Junaidi
Keyword(s):  
Student Learning ◽  
Significant Influence ◽  
Linear Analysis ◽  
Statistical Test ◽  
Learning Motivation ◽  
Teaching Skill ◽  
Coefficient Of Determination ◽  
Campus Environment ◽  
Independent Variables ◽  
Test Result

This study aims to determine the effect of student conditions, skills of lecturers teachingand campus environment on student learning motivation Faculty Economics of PTS. Thedata were collected from August - September 2017. The data used were secondary datafrom questionnaires distributed to several PTS campuses in Palembang, PalembangUniversity, Tridinanti University, IBA University and Muhammadiyah University ofPalembang. There were 260 questionnaires distributed, from which the questionnairewas then tabulated, then the statistical test using SPSS obtained the following results: 1)The result of multiple linear analysis showed that all independent variables (studentcondition, teaching skill of lecturer and campus environment) had significant influence tostudent's learning motivation, student condition variable have more dominant influencethan other variable, 2) result of t test indicate that partially variable of student conditionand campus environment have significant effect to student's motivation variable, whilepartial teaching skill has no significant effect to student's learning motivation 3) F TestResult indicate that student condition variable, teaching skill of lecturer and campusenvironment simultaneously / simultaneously have an effect on student's motivationvariable, 4) Adjusted R R Test Result are showing the coefficient of determination equalto 0,307 or 30,7% variable of student condition, teaching skill of lecturer and campusenvironment influence student learning motivation.

ANALISIS PENERAPAN KOMPETENSI KEPRIBADIAN GURU PAK PADA SISWA KELAS IX SMP NEGERI 1 PORSEA KABUPATEN TOBA SAMOSIR TAHUN PEMBELAJARAN 2017/2018

2018 ◽  
Vol 16 (1) ◽  
pp. 12-14
Author(s):  
Christin Veronika Sinaga
Keyword(s):  
High School ◽  
Religious Education ◽  
Junior High School ◽  
Junior High ◽  
Education Teacher ◽  
Indicator Variables ◽  
Valid Instrument ◽  
Analysis Application ◽  
Instrument Reliability ◽  
Test Result

Abstract, The purpose of this research is to determine the percentage of personality christian religious education teacher in implementing learning class IX Junior High School 1 Porsea regency Toba Samosir learning year 2017/2018. This research using descriptive quantitative method, population research is 210 people, samples is 42 people. Data were collected by questionnaire covered 40 items based on indicator variables corresponding theory expert and test result validity of the instrument is 37 valid itemsand 3 items not valid. Instrument reliability test result obtained r11 = 0,927 in the category of very high. From data analysis application of the values obtained personality competence Christian Religious Education Teacher in implementing learning = 82,77 % are in the very good category. By t test obtainable thitung = 24,651 ttabel = 1,684, therefore Ho is rejected and Ha accepted.That personalityc christian religious education teacher class Ix Junior High School 1Porsea regency Toba Samosir learning year 2017/2018≥ 61% than expected accepted as true. This research suggests the advanced researcher to examine the influence of personality competence associated with personality

PENGARUH PENGGUNAAN METODE SIMULASI TERHADAP KREATIVITAS BELAJAR PENDIDIKAN AGAMA KRISTEN SISWA KELAS VIII SMP NEGERI 2 TARUTUNG KABUPATEN TAPANULI UTARA TAHUN PEMBELAJARAN 2019/2020

2020 ◽  
Vol 18 (1) ◽  
pp. 97-107
Author(s):  
Putrisen Simanullang
Keyword(s):  
High School ◽  
Data Analysis ◽  
Religious Education ◽  
Significant Influence ◽  
Junior High School ◽  
Junior High ◽  
Simulation Method ◽  
Eighth Grade ◽  
Simulation Methods ◽  
Eighth Grade Students

The research aims to find out the positive and significant influence between simulation methods on the Christian Religious Education learning creativity of eighth grade Tarutung 2 Junior High School 2019/2020, the hypothesis that there  positive and significant influence between the use of simulation methods on student creativity of eighth grade Tarutung 2 Junior High School 2019/2020.The research used a descriptive quantitative inferential techniques, with population of all eighth grade students of Tarutung 2 Junior Hugh School with a total 194 people, with asample of 49 people.  The results of data analysis have positive and significant influence between simulation method and the Christian religious education learning creativity of eighth grade students of Tarutung 2 Junior High School in 2019/2020 learning year determination coefficient (r2) = 38.68% and a significant test of influence is obtained Fcount Ftable of  29, 37 4,05, Ho is rejected Ha accepted.Keywords: Simulation method, learning creativity

scholarly journals The Influence of the CIRC and TTW Learning Model and Learning Motivation toward Grade 8 Students’ Report Writing Skills at SMP Muhammadiyah Padang

2018 ◽  
Vol 8 (3) ◽  
pp. 278
Author(s):  
Diana Kartika ◽  
Yetty Morelent
Keyword(s):  
High School ◽  
Significant Influence ◽  
Junior High School ◽  
Junior High ◽  
Writing Skills ◽  
Learning Model ◽  
Learning Motivation ◽  
Learning Models ◽  
Report Writing ◽  
Grade 8

The objectives of this research are (1) to find out whether the CIRC and TTW learning models significantly influence the students’ ability to write reports at Muhammadiyah Junior High School Padang, (2) to explore whether the CIRC and TTW learning models have a significant influence on the highly motivated students’ ability to write reports, (3) to analyze whether the CIRC and TTW learning models have a significant influence on the ability to write reports of the students with low motivation (4) to identify whether there is influence on the interaction between the use of CIRC type learning model and TTW and learning motivation toward their ability to write the report. This study was conducted within randomized control-group pretest-posttest experimental designs whose participants were Grade 8 students of Muhammadiyah Junior High School Padang. The instruments of data collection were report writing tests, questionnaires and interviews. The findings show that there is a significant influence of the use of CIRC and TTW type learning model with the students’ motivation to learn the skills of writing reports. Secondly, there is a significant influence on the use of CIRC and TTW learning models on the highly motivated students’ report writing skills. Thirdly, there is a significant influence on the use of CIRC and TTW learning models on the lowly motivated students’ report writing skills. Finally, there is the interaction of the use of learning models of CIR and TTE types with their learning motivation on their report writing skills.

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