Motivation And Learning
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2021 ◽  
Vol 6 (2) ◽  
pp. 173-192
Author(s):  
Lawrence Mundia ◽  
◽  
Rosmawijah Jawawi ◽  
Malai Hayati Sheikh Abdul Hamid ◽  
Nordiana Zakir ◽  
...  

2021 ◽  
Vol 5 (10) ◽  
pp. 1428
Author(s):  
Nur Najama ◽  
Punaji Setyosari ◽  
Munzil Munzil

<p><strong>Abstract:</strong> This action research was conducted to improve learning motivation and learning outcomes in the fourth-grade students. The study was conducted in two cycles. Based on research in the first cycle showed that: (1) In the observation of implementation the learning by teachers reached 76% (2) the result of the motivation questionnaire reached the number of 73%. (3) The students test at 64%. The data on the cycle I have not achieved the criteria for the successful action yet. So, it was necessary to carry out improvements to the next action, namely cycle II. In the cycle II, it showed that (1) In the observation of implementation, the learning by teachers reached 88. (2) the result of the motivation questionnaire reached the number of 89%. (3) The students test results at 93%. The results of data analysis in cycle II have shown that the success criteria have been reached, so there was no need to continue the next cycle.</p><strong>Abstrak:</strong> Penelitian tindakan ini bertujuan untuk meningkatkan motivasi belajar dan hasil belajar siswa kelas IV. Penelitian dilaksanakan dua siklus. Berdasarkan penelitian siklus I menunjukkan bahwa (1) keterlaksanaan pembelajaran oleh guru mencapai 76%,  (2) hasil angket motivasi siswa mencapai 73%, dan (3) tes hasil belajar siswa sebesar 64%. Data pada siklus I tersebut belum mencapai kriteria keberhasilan tindakan, sehingga perlu dilaksanakan perbaikan pada tindakan selanjutnya, yaitu siklus II. Pada siklus II menunjukkan bahwa (1) keterlaksanaan pembelajaran oleh guru mencapai 88%, (2) hasil angket motivasi siswa mencapai 89%, dan (3) tes hasil belajar siswa sebesar 93%. Hasil analisis data pada siklus II tersebut menunjukkan bahwa kriteria keberhasilan telah tercapai sehingga tidak perlu dilanjutkan pada siklus selanjutnya.


2021 ◽  
Vol 2 (4) ◽  
pp. 392-401
Author(s):  
Muhammad Wajdi ◽  
Nurdiyanti ◽  
Nurhasyinah Amir

The development of technology in Indonesia in the field of education is no stranger to a teacher. For this reason, a teacher is required to master technology. One of the most widely used educational technologies today is online-based learning media. Through this research, it is able to increase the teacher's insight in sorting out the suiTable learning media for use in the learning process. This type of research is classroom action research. The purpose of this study was to determine the increase in motivation and learning outcomes of students using Edmodo learning media assisted by meeting room media on the circulation system material. Classroom Action Research in its implementation uses a cycle pattern, where each cycle requires three meetings and the level of research completion depends on the extent to which the level of achievement of learning success is adjusted to the assessment standards. Each cycle in this research consists of the stages of Planning, Action, Observation / Evaluation, and Reflection activities. The results showed that the use of Edmodo learning media assisted by meeting room media can increase the motivation and learning outcomes of students in the circulation system material.


2021 ◽  
Vol 5 (8) ◽  
pp. 41
Author(s):  
Josef Buchner ◽  
Michael Kerres

In this study, we report findings from the PCBuildAR project, in which students developed augmented reality (AR) artifacts following a guided design-based learning (DBL) approach. Sixty-two students participated in the study and were either in their first year to learn about computer science or were more experienced computer science students. In terms of learning performance, only the first-year students benefited from our guided DBL approach. In contrast, the experienced students were highly motivated to learn computer science not only immediately after the intervention, but also in the long term. For first-year students, this effect was only evident directly after the intervention. Overall, the guided DBL design proved to be effective for both motivation and learning, especially for younger students. For older learners, a better balance between guidance and autonomy is recommended.


Author(s):  
José María Campillo-Ferrer ◽  
Pedro Miralles-Martínez

AbstractThis study investigates the effects of the flipped classroom on Education students’ perceptions of their learning and motivation during the current pandemic. The sample consisted of 179 student teachers from the Faculty of Education of the University of Murcia in the academic year 2020–2021, in which the flipped classroom model was implemented. Identical surveys were administered and examined through both descriptive statistics and non-parametric tests. Statistically significant differences were found between pre-tests and post-tests with experienced students scoring higher on average in the latter. Most students had a positive perception about the flipped classroom, noting the advantage of practical in-class activities, as well as increased self-autonomy in learning.


Author(s):  
Jorge Feijoo ◽  
Leticia Pérez ◽  
Rocio Maceiras ◽  
Víctor Alfonsín ◽  
José Luis Salgueiro

2021 ◽  
Vol 28 (1) ◽  
pp. 89
Author(s):  
Khairunnisah Khairunnisah ◽  
Mardianto Mardianto ◽  
Khadijah Khadijah

<p>This study aims to find out the relationship between the ability of teachers to manage the classroom, students’ motivation in learning and its significance to the learning outcomes of Fiqh at MDTA Babul Ulum Medan. This research follows quantitative research with survey method. The population of this study consists of all students of MDTA Babul Ulum Medan, 170 people, with a sample taken 15% of the population, namely 26 fourth grade students. The data were collected using a questionnaire for further correlation analysis. The findings of this study indicate that there is a significant relationship between the ability of teachers to manage the classroom with Fiqh learning outcomes with a correlation of 0.706, and there is a significant relationship between learning motivation and learning outcomes with a correlation of 0.719. as well as a significant relationship between the ability of teachers to manage the classroom and learning motivation simultaneously on learning outcomes of fiqh with a correlation of 0.792.</p>


2021 ◽  
Vol 7 (1) ◽  
pp. 18
Author(s):  
Dewi Susanti ◽  
Razali Pebrianto

This study aims to see whether there is an influence of learning motivation and learning creativity on student achievement in Islamic Religious Education subjects in State Madrasah Aliyah in Pekanbaru City. The research method uses quantitative research types using correlational analysis techniques. The population in this study were all State Madrasah Aliyah students in Pekanbaru City totaling 2,042 people. The sample in this study was taken by proportionate random sampling technique with the Slovin formula of 335 people. Data collection was carried out using a questionnaire technique, the data collected was analyzed using multiple regression analysis. The results of this study indicate the value of R2 (coefficient of determination) or R Square of 0.298 or 29.8%. This value can be interpreted that changes in student achievement by changes in the value of independent variables learning motivation and learning creativity by 29.8% while 70.2% is determined by changes in other factors. The tcount for the learning motivation variable is 8.126 with sig. 0,000 is smaller than 0.05, this means there is an influence of learning motivation on student achievement and the tcount for learning creativity variable is 7,326 with sig. 0,000 less than 0.05, this means that there is an influence of learning creativity on student achievement. It can be concluded that there is an influence between learning motivation and learning creativity on student achievement in Islamic Religious Education Subjects in State Madrasah Aliyah in Pekanbaru City.


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