scholarly journals EFEKTIFITAS PEMBELAJARAN DENGAN METODE AIR (AUDITORY INTELLECTUALLY REPETITION) DALAM MENUMBUHKAN MOTIVASI BELAJAR SISWA

2021 ◽  
Vol 1 (2) ◽  
pp. 210-219
Author(s):  
GURUH FAJAR AFRYANTO
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Learning Model ◽  
Learning Motivation

Generally this article aims to find out the learning model that is applied in school which is generally still centered on the teacher, that effecting students are bored, causing low learning motivation. Now learning uses is the active, innovative and creative learners is by developing learning with the AIR method (Auditory Intellectually Repetition). The Air Learning Model (Auditory Intellectually Repetition) is a learning model considers that a learning will be effective if you pay attention to three things; auditory, intellectually, and repetition. Auditory means ear senses used in learning by listening, speaking, presentations, arguments, suggesting opinions and responding. Intellectually means the ability to think needs to be trained through reasoning exercises, creating, solving problems, currying and implementing. Repetition is needed in learning so that the understanding is more profound and wider. Students need to be trained through the work of questions, practice tasks, and quis. So that with the learning model with AIR methods can increase students motivation. Motivation is a process to grow the motives/power into deeds or behavior to meet needs and achieve certain goals. Students motivation can arise from individuals (intrinsic motivation) and can arise from outside students / extrinsic motivation. ABSTRAKSecara garis besar artikel ini bertujuan untuk mengetahui model pembelajaran yang diterapkan disekolah yang pada umumnya masih berpusat pada guru, yang mengakibatkan siswa merasa bosan, sehingga menyebabkan motivasi belajarnya rendah. Pembelajaran yang digunakan sekarang adalah pembelajan yang aktif, inovatif dan kreatif yaitu dengan mengembangkan pembelajaran dengan metode AIR (Auditory Intellectually Repetition). Model pembelajaran AIR (Auditory Intellectually Repetition) adalah model pembelajaran yang menganggap bahwa suatu pembelajaran akan efektif jika memperhatikan tiga hal yaitu Auditory, Intellectually, dan repetition. Auditory berarti indera telinga digunakan dalam belajar dengan cara menyimak, berbicara, presentasi, argumentasi, mengemukakan pendapat dan menanggapi. Intellectually berarti kemampuan berfikir perlu dilatih melalui latihan bernalar, mencipta, memecahkan masalah, mengkontruksi dan menerapkan. Repetition/pengulangan diperlukan dalam pembelajaran agar pemahaman lebih mendalam dan lebih luas. Siswa perlu dilatih melalui pengerjaan soal, pemberian tugas (praktek), dan quis. Sehingga dengan model pembelajaran dengan metode AIR dapat meningkatkan motivasi siswa. Motivasi adalah suatu proses untuk menggiatkan motif/daya menjadi perbuatan atau tingkah laku untuk memenuhi kebutuhan dan mencapai tujuan tertentu. Motivasi siswa dapat timbul dari dalam diri individu (motivasi intrinsik) dan dapat timbul dari luar diri siswa/ motivasi ekstrinsik.

scholarly journals Korelasi Model Pembelajaran Kooperatif Tipe TGT dan Motivasi Belajar Pendidikan Agama Kristen

2021 ◽  
Vol 2 (2) ◽  
pp. 192
Author(s):  
Enri Yana Putri Enos ◽  
Tri Supartini ◽  
Sarce Rien Hana ◽  
Hengki Wijaya
Keyword(s):  
Cooperative Learning ◽  
Intrinsic Motivation ◽  
Religious Education ◽  
Extrinsic Motivation ◽  
Learning Model ◽  
Learning Motivation ◽  
Motivation To Learn ◽  
Team Games ◽  
Direct Observations ◽  
Moderate Relationship

The problem in this study is the lack of student motivation in following Christian Religious Education subjects. For this reason, the purpose of this study was to determine the extent of the effect of the cooperative learning model of the team games tournamnet type on the motivation to learn Christian Religious Education in seventh grade students of SMP Negeri 1 Simbuang Tana Toraja. The author uses the method of distributing questionnaires to 20 students in the form of open statements and open interviews to 10 students. The purpose of conducting interviews is to strengthen the results of the questionnaires distributed and direct observations. From the correlation results of data analysis using SPSS, it shows that the team games tournament type cooperative learning model has an effect on students' intrinsic motivation with a significant result, namely 0.671 which is in a strong/high relationship, while the Teams Games Tournament on extrinsic motivation gets a significant result, namely 0.479 which is at moderate/moderate relationship. Students' learning motivation increases both intrinsic motivation and extrinsic motivation. Thus, it can be concluded that the team games tournament type cooperative learning model has an effect on students' learning motivation. AbstrakPermasalahan dalam penelitian ini adalah kurangnya motivasi belajar siswa dalam mengikuti mata pelajaran Pendidikan Agama Kristen. Untuk itu, tujuan Penelitian ini adalah untuk mengetahui sejauhmana pengaruh model pembelajaran kooperatif tipe teams games tournamnet terhadap motivasi belajar Pendidikan Agama Kristen siswa kelas VII SMP Negeri 1 Simbuang Tana Toraja. Penulis menggunakan metode pembagian angket kepada 20 siswa dalam bentuk pernyataan yang bersifat terbuka dan wawancara terbuka kepada 10 siswa, Tujuan dilakukan wawancara untuk memperkuat hasil dari angket yang dibagikan dan observasi yang dilakukan secara langsung. Dari Hasil korelasi analisa data menggunakan SPSS menunjukkan bahwa model pembelajaran kooperatif tipe Teams Games Tournament berpengaruh terhadap motivasi intrinsik siswa dengan hasil signifikan yaitu 0,671 yang berada pada hubungan kuat/tinggi, sedangkan Teams Games Tournament terhadap motivasi ekstrinsik mendapatkan hasil yang signifikan yaitu 0,479 yang berada pada hubungan cukup/sedang. Motivasi belajar siswa meningkat baik motivasi intrinsik maupun motivasi ekstrinsik. Dengan demikian dapat disimpulkan bahwa model pembelajaran kooperatif tipe Teams Games Tournament berpengaruh terhadap motivasi belajar siswa.

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 Students’ Motivations in Choosing English as Additional Course in SMAN 1 Bengkulu

2019 ◽  
Vol 3 (2) ◽  
pp. 195-215
Author(s):  
Rama Dahlia ◽  
Mulyadi . ◽  
Mei Hardiah
Keyword(s):  
Qualitative Research ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Likert Scale ◽  
Learning Motivation ◽  
Quantitative And Qualitative Research ◽  
Intrinsic And Extrinsic Motivation ◽  
The Subject

The type of this research is Descriptive Quantitative and Qualitative research. It is aimed to find out the motivation which make students in XII Social 6 choose English as an additional subject course and to find out the highest motivation which make students in XII Social 6 choose English as an additional subject course. The subject of this study is the students in class XII social 6 SMAN 1 Kota Bengkulu. In this research, the researcher collected the data by using questionnaire. Then, the data obtained from the questionnaires will be analyzed using SPSS program. The data concerning subjects’ general background as well as their comments will be calculated and presented in percentage. A Likert scale will be used to measure the level and type of subjects’ learning motivation. According to table that the researcher used to analyze extrinsic and intrinsic motivation of students in choosing English as additional subject, the researcher got the result that show the extrinsic motivation is the highest reason chosen by the students when they chose English as their additional subject course at school than intrinsic motivation. It can be seen from the calculation scores of students intrinsic and extrinsic motivation that showed the total of mean score for extrinsic motivation is 47.5 and the total mean score for intrinsic motivation is 46.62. There are several extrinsic motivation from the students, for example the students prepare to learn English because they want to continue the study or get the works, go abroad and want to try to communicate with the foreigner.

scholarly journals THE CORRELATION BETWEEN ENGLISH LEARNING MOTIVATION AND ENGLISH PROFICIENCY ACHIEVEMENT OF ENGLISH STUDY PROGRAM STUDENTS

2019 ◽  
Vol 3 (1) ◽  
pp. 79-94
Author(s):  
Deborah Purwanti ◽  
Hilda Puspita ◽  
Mulyadi .
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
English Proficiency ◽  
Learning Motivation ◽  
English Learning ◽  
Study Program ◽  
Grand Total ◽  
Medium Level ◽  
Level Of Significance ◽  
English Learning Motivation

This study is aimed at identifying English learning motivation and English proficiency achievement. Then, the researcher would like to see the correlation between the students’ motivation and their English proficiency achievement. The research was designed as quantitative correlation. Here, a total of 77 students were asked to complete the motivation questionnaire and set in a TOEFL test. The result of this research revealed that the English learning motivation of the students was in ‘high’ category. This can be seen from the grand total of mean 3.59 which indicated high intrinsic motivation as the dominant motivation. While, the scores of English proficiency achievement indicates that the students had ‘medium’ level of English Proficiency, the range score of medium level is 400-499. Another result showed that there was a significant correlation between English learning motivation and English proficiency achievement. It can be proven by rcount (0.346) > rtable (0.224), 5% level of significance; there was a correlation between students with intrinsic motivation and their English proficiency achievement, rcount (0.348) > rtable (0.233); while there was no correlation between students with extrinsic motivation and their English proficiency achievement, rcount (0.307) < rtable (0.811). It means that the correlation between English learning motivation and English proficiency achievement was in ‘weak’ level.

scholarly journals Pengaruh Pemberian Penguatan Terhadap Motivasi Belajar Siswa Pada Mata Pelajaran Bahasa Indonesia Kelas V SDN Se-Kecamatan Suppa Kabupaten Pinrang

2021 ◽  
Vol 2 (1) ◽  
pp. 33-39
Author(s):  
Evi Syarah ◽  
Asdar Asdar ◽  
Mas'ud Muhamadiyah
Keyword(s):  
Intrinsic Motivation ◽  
Learning Process ◽  
Primary Schools ◽  
Quantitative Research ◽  
Extrinsic Motivation ◽  
Learning Motivation ◽  
Class V ◽  
Self Confidence ◽  
Ex Post ◽  
Bahasa Indonesia

Penelitian ini bertujuan (1) Untuk pendeskripsian jenis-jenis penguatan yang diberikan guru pada mata pelajaran bahasa Indonesia kelas V SDN Se- Kecamatan Suppa Kabupaten Pinrang, (2) Untuk pendeskripsian gambaran motivasi belajar siswa pada mata pelajaran bahasa Indonesia kelas V SDN Se- Kecamatan Suppa Kabupaten Pinrang, dan 3) Untuk pendeskripsian pengaruh pemberian penguatan terhadap motivasi belajar siswa pada mata pelajaran bahasa Indonesia kelas V SDN Se- Kecamatan Suppa Kabupaten Pinrang.  Metode penelitian yang digunakan adalah Penelitian kuantitatif dengan menggunakan expostfacto (kausal komparatif). Berdasarkan hasil penelitian disimpulkan bahwa (1) Jenis-jenis pemberian penguatan guru pada Mata Pelajaran Bahasa Indonesia kelas V SDN Se- Kecamatan Suppa Kabupaten Pinrang secara maksimal tercapai melalui penguatan berupa verbal, nonverbal dan penghargaan yang diberikan kepada siswa yang telah menuntaskan proses pembelajaran yang diberikan oleh guru, (2) Gambaran motivasi belajar siswa pada Mata Pelajaran Bahasa Indonesia kelas V SDN Se- Kecamatan Suppa Kabupaten Pinrang berupa motivasi instrinsik dan motivasi ekstrinsik. Motivasi instrinsik berupa adanya motivasi diri dengan menumbuhkan rasa percaya dalam diri. Motivasi ekstrinsik berupa adanya dukungan atau pembelajaran sebaya, dan media pembelajaran yang mendukung dalam proses pembelajaran, dan (3) Hasil Rhitung 0.488 > Rtabel 0. 334. Nilai signifikansi pengaruh  penguatan yang diberikan kepada siswa terhadap motivasi belajar sebesar 0,003 yang berarti lebih kecil dari 0,01 hal tersebut dapat disimpulkan data tersebut adalah adanya hubungan antara penguatan yang diberikan kepada siswa terhadap motivasi belajar. This study aims (1) to describe the types of reinforcement given by the teachers to the Indonesian language subject for class V Primary Schools in Suppa District, Pinrang Regency, (2) to describe the picture of student learning motivation in Indonesian language subject in class V Primary Schools in Suppa District, Pinrang Regency, and 3) to describe the effect of providing reinforcement on students' learning motivation in Indonesian language subject in class V Primary Schools in Suppa District, Pinrang Regency. The research method used is quantitative research using ex post facto (comparative causal). Based on the results of the study, it was concluded that (1) The types of teachers’ reinforcement in Indonesian Language Subject for class V Primary Schools in Suppa District, Pinrang Regency were maximally achieved through reinforcement in the form of verbal, nonverbal and awards given to students who had completed the given learning process by the Teachers, (2) The description of students' learning motivation in Indonesian Subject for Class V at Primary Schools in Suppa District, Pinrang Regency in the form of intrinsic motivation and extrinsic motivation. Intrinsic motivation is in the form of self-motivation by growing self-confidence. Extrinsic motivation in the form of support or peer learning, and learning media that supports the learning process and (3) the results of R-count 0.488 > R-table 0.334. The significance value of the effect of reinforcement given to students on learning motivation is 0.003 which means it is smaller than 0.01. It can be concluded from the data that there is a relationship between the reinforcement given to students and their motivation to learn.

scholarly journals THE CORRELATION BETWEEN ENGLISH LEARNING MOTIVATION AND ENGLISH PROFICIENCY ACHIEVEMENT OF ENGLISH STUDY PROGRAM STUDENTS

2018 ◽  
Vol 2 (2) ◽  
pp. 68-82
Author(s):  
Debora Purwanti ◽  
Hilda Puspita ◽  
Mulyadi .
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
English Proficiency ◽  
Learning Motivation ◽  
English Learning ◽  
Study Program ◽  
Grand Total ◽  
Medium Level ◽  
Level Of Significance ◽  
English Learning Motivation

This study is aimed at identifying English learning motivation and English proficiency achievement. Then, the researcher would like to see the correlation between the students’ motivation and their English proficiency achievement. The research was designed as quantitative correlation. Here, a total of 77 students were asked to complete the motivation questionnaire and set in a TOEFL test. The result of this research revealed that the English learning motivation of the students was in ‘high’ category. This can be seen from the grand total of mean 3.59 which indicated high intrinsic motivation as the dominant motivation. While, the scores of English proficiency achievement indicates that the students had ‘medium’ level of English Proficiency, the range score of medium level is 400-499. Another result showed that there was a significant correlation between English learning motivation and English proficiency achievement. It can be proven by rcount (0.346) > rtable (0.224), 5% level of significance; there was a correlation between students with intrinsic motivation and their English proficiency achievement, rcount (0.348) > rtable (0.233); while there was no correlation between students with extrinsic motivation and their English proficiency achievement, rcount (0.307) < rtable (0.811). It means that the correlation between English learning motivation and English proficiency achievement was in ‘weak’ level.

scholarly journals Does Binary Classification of Motivation Carry Weight (Note 1)

2016 ◽  
Vol 4 (2) ◽  
pp. 253
Author(s):  
Donghong Liu ◽  
Zhu Shen
Keyword(s):  
Second Language Acquisition ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Predictive Power ◽  
Binary Classification ◽  
Learning Motivation ◽  
English Major ◽  
The Relationship ◽  
Academic Study

<p><em>With the population of postgraduates increasing in China, their academic study has attracted the attention of second language acquisition researchers. But the research into postgraduates’ motivation and autonomy is unfortunately scarce. This study explores the relationship between learning motivation and learner autonomy among English-major postgraduates based on the questionnaire administered to 117 participants. In view of the complicatedness of the postgraduates’ academic study, both intrinsic motivation and extrinsic motivations were further divided into two types. The results show that: 1) four types of motivation differ significantly and the strongest is motivation for job; 2) although each type of motivation positively correlates with the perceived autonomy, yet only type of intrinsic motivation and one type of extrinsic motivation has predictive power for the perceived autonomy. It indicates that binary classification of motivation does not work well in predicting the postgraduates’ perceived autonomy. </em></p>

scholarly journals The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment

2021 ◽  
pp. 61-74
Author(s):  
Renzhong Peng ◽  
Rongrong Fu
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Intrinsic Motivation ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Extrinsic Motivation ◽  
Learning Motivation ◽  
Blended Courses ◽  
Efl Students ◽  
Motivation And Learning

The purpose of this study was to explore the relationship between Chinese English as a foreign language (EFL) students’ learning motivation and learning outcomes in a blended learning environment. A questionnaire was administered to 960 EFL students, and 10 of them participated in an interview. Following a series of analyses on the data collected through the questionnaire, consisting of exploratory factor analysis, reliability analysis, descriptive analysis, and correlation analysis, a structural relationship model that integrated learning motivation and learning outcomes was developed and tested. The results reveal that both intrinsic motivation and extrinsic motivation have a positive relationship with learning outcomes within a blended learning environment, both of which are conducive to improving students’ English linguistic competence and facilitating their psychological development of English learning. Moreover, intrinsic motivation is more important than extrinsic motivation. In intrinsic motivation, intrinsic interest in English and the intrinsic goal of understanding English culture are the two most important motives. Based on these results, implications and recommendations for future research are provided.   Implications for practice or policy: Foreign language educators should consider the stimulation of students' learning motivation as the main task in blended courses. Foreign language educators should pay more attention to the development of students’ intrinsic motivation than extrinsic motivation to produce more favourable learning outcomes in blended courses. Foreign language educators should focus on developing students’ intrinsic interest in foreign language and culture in terms of the cultivation of students’ intrinsic motivation in blended courses.

scholarly journals KEDUDUKAN MOTIVASI BELAJAR SISWA DALAM PEMBELAJARAN

2018 ◽  
Vol 5 (2) ◽  
pp. 172
Author(s):  
Amna Emda
Keyword(s):  
Intrinsic Motivation ◽  
Student Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Extrinsic Motivation ◽  
Learning Motivation ◽  
Motivation To Learn ◽  
Extrinsic Factors ◽  
Teachers And Students ◽  
Important Position

Learning is an activity involving teachers and students. The success of teaching and learning process are influenced by student learning motivation. The existence of student learning motivation will give spirit and learning becomes more focused for students. Building intrinsic motivation in students will be better than extrinsic motivation. By students' intrinsic motivation to learn because of the sincerity of their hearts, the positive results of learning efforts that will shown. However, extrinsic motivation also determines the interest of students in learning. When students have a desire to learn but the extrinsic factors do not support, the student will lose his spirits. Both intrinsic and extrinsic factors can determine the success of students in the learning process. Motivation is an energy change within the person characterized by effective arausal and antisipatory goal reaction. Motivation will push, move and direct students to learn. Students who have a high learning motivation will do activities in acquiring knowledge. Motivation will arouse the interest of students to learn. Motivation has the function of which is to (1) encourage students to move in order to get maximum results, and (2) as referring to carry out activities in achieving the objectives specific objectives. Motivation has traits include: resilient in the face of adversity, diligently not easily bored and others. The existence of the learning motivation greatly affected the success of the learning process. Students can reach a good study achievements on him when there is motivation to learn. Therefore the motivation has a very important position in learning.

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