Influence of the Use of the Approach of Blended Learning Model Rotation Based Moodle on Motivation and Cognitive Abilities of Students in the Subjects of Physics

Students' motivation to learn is the main aspect to achieve student success. Based on the results of observation and interview, the learning motivation of students in SMA Negeri 2 Kutacane is still relatively less, so the impact on the low cognitive ability of the students. The purpose of this study is to see the influence of the approach blended learning type station rotation on differences in motivation and cognitive abilities after the study. This research use approach uses quasi-experiments design pretest-posttest control group design. The population of this research is all students of class XI, the sample taken is of class XI IPA 2 as the experimental class and XI IPA 3 as the control class. Using a data collection instrument sheet, questionnaires, and interviews to measure the motivation to learn and use the instrument on a test to measure the cognitive abilities of the students. The results of data analysis using t-test (independent sample t-test) show the differences in motivation and cognitive abilities of students with a significance of 0.000 < 0.05 means there is a significant difference between the motivation and ability of cognitive control and experimental classes. Therefore, it can be concluded that there is an influence of the use of the approach blended learning type station rotation motivation and cognitive abilities of the students.

Penerapan Model Pembelajaran Kooperatif Tipe Teams Games Tournament untuk Meningkatkan Motivasi Belajar Siswa pada Mata Pelajaran Matematika di SMKN 1 Praya Tengah

This study aims to increase students' motivation to learn mathematics on the subject of circles through the application of a team games tournament (TGT) type of cooperative learning model. This research is a classroom action research which consists of two cycles and each of them consists of four main activities, namely planning, action, observation, and reflection in an interrelated spiral. The subjects of this study were students of class X Accounting at SMKN 1 Praya Tengah, totaling 32 people. Data collection instruments in the form of questionnaires and observations as well. While the data analysis technique used descriptive analysis. The results of this study indicate that students' learning motivation on the subject of the circle has increased from cycle I to cycle II. The attention aspect of the first cycle at the first meeting was 18.75%, the second meeting was 56.25%, in the second cycle 81.25%. The tenacity aspect of the first cycle of the first meeting was 12.50%, the second meeting was 50%, the second cycle was 75%. Aspects of perseverance in the first cycle of the first meeting 25%, at the second meeting 56.25%, the second cycle 87.5%. The interest aspect of the first cycle of the first meeting is 6.25%, the second meeting is 43.75%, the second cycle is 75%. The courage aspect of the first cycle of the first meeting was 18.75%, and the first cycle of the second meeting was 56.25%, the second cycle was 81.25%. The results of the motivation questionnaire in the first cycle of the first meeting were 50.42%, in the first cycle the second meeting was 80.42% and increased in the second cycle to 92.92%. So it can be concluded that cooperative learning of the type of teams games tournament (TGT) can increase students' learning motivation on the subject of circles in class X Accounting at SMKN 1 Praya Tengah.

The Effect of the Flipped Learning Strategy in Science Teaching on Developing the Motivation to Learn among Primary School Students in Jordan

This study aimed to investigate the impact of the flipped learning strategy on developing motivation to learn, and to achieve this goal; the study sought to answer the following question: What is the flipped learning strategy's effect on developing the motivation to learn among 7thgrade students in the science subject compared to the usual method? The study sample was chosen by the intentional method, as the number of the sample reached (80) female students of the seventh grade at the Ebein Secondary School in the Ajloun Education Directorate. The study was divided into two groups. The first consisted of (40) students who studied using the flipped learning strategy, and the second consisted of (40) students also studied in the usual way. To achieve the goal of the study, the researcher prepared the five-stage learning motivation scale. The study showed the following result. A significant difference (0.05 ≤ α) was found due to the use of the flipped learning method in testing motivation to learn and in favor of the experimental group. Received: 6 January 2021 / Accepted: 2 September 2021/ Published: 3 January 2022

Revisiting Knowledge Management System Use

Knowledge Management Systems (KMS) are adopted with the aim of facilitating knowledge flow within the organization. However, it is seen that member participation on these platforms is limited. The objective of this work is to identify aspects that influence intention to seek knowledge on KMS. Antecedents to knowledge seeking behaviour were identified through a morphological review of literature. A conceptual model was proposed based on the Decomposed Theory of Planned Behaviour. Structural Equation Modelling was used to assess the adequacy of the model. Results show that seeking happens when the individual has an intrinsic motivation to learn and when the quality of knowledge available on KMS is perceived as having high content value. Interestingly, we find that top management has no bearing on one’s intention to seek. Findings reveal that HR activities need to identify people management practices, such as hiring people with a curious disposition and promoting seeking as a positive behaviour. KM practices need to focus on stimulating curiosity and learning amongst members.

Theories and Practices Behind Educational Robotics for All

The chapter aims at helping educators and classroom teachers who are new to using educational robotics as a learning tool in their classrooms. It discusses the approaches using robotics as a learning tool - a tool perfectly suited for enabling constructionist learning in the classroom and how educational robotics can provide ‘all' students motivation to learn STEM and computing science concepts. Educational robotics as a learning tool requires teachers as well as students to shift from traditional pedagogical approaches to learner-centered active learning approaches. The chapter discusses how the shift can be made in successful ways and provides guidance to pre- and in-service teachers on how to implement educational robotics as a learning tool to reach and attract ‘all' students to promote their learning.

THE USE OF LANGUAGE GAMES TO INCREASE MOTIVATION IN LEARNING ISTIMÂ’

Factors that cause boredom in learning process are the lack of variety of methods, models, and media. An alternative to increase learning motivation in learning process is by using games. The main problem of this research is how to increase students motivation to make learning outcomes optimized. The purpose of this study was to increase students' motivation to learn istimâ' (listening) in Arabic is by using educational games. This study used classroom action research using a cycle model. The results of the study shows that educational games can increase students' learning motivation, shown by the comparison of initial motivation and after giving an action using educational games. The initial motivation data was in average 42.36%, in the category of low learning motivation, after giving an action in the first cycle it reached to an average 78.33%, high category, and increased in the second cycle with average 93.28%, very high category. The study concluded that educational games can increase motivation in learning istimâ' in Arabic.

Hubungan Self Efficacy Terhadap Motivasi Belajar Biologi Siswa Kelas XI Pada Pembelajaran Daring

This research is correlation research. This study aims to determine the relationship between self-efficacy and motivation to learn biology in class XI SMA Negeri 14 Pekanbaru in the 2020/2021 academic year. The instruments used in data collection are observation, interviews, questionnaires, and documentation. This research was conducted on April 26 to June 3, 2021. The sampling technique in this study used a saturated sampling technique. The number of samples in this study was 180 students. The questionnaire distributed consisted of 30 statements. The results of data analysis correlation coefficient (rcount) of 0,22 with a significant level of 5% has a correlation in the low category. From hypothesis testing, it was obtained tcount (3,0) > ttable (1,66). This means that Ho is rejected, and Ha is accepted. Then from the results of the analysis of the coefficient of determination of the self-efficacy variable (X) it gave a positive contribution to learning motivation (Y) which was obtained by 5% while 95% was determined by other variables or factors that influenced student learning motivation which were not discussed in this study.

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

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.

PENGARUH PROBLEM BASED LEARNING DAN SAINS TEKNOLOGI MASYARAKAT TERHADAP MOTIVASI BELAJAR

This study aims to reveal : (1) the effect of PBL on the motivation to learn; (2) the effect of STM on the motivation to learn; (3) differences on the motivation to learn between the group taught using PBL model and that taught using STM. This study was a quasi experiment with the nonequivalent comparison-group design. The data analysis used T-test and Univariate Analysis of Variance at the significance level of 5%. The results are as follows: (1) PBL improved positively and significantly on the motivation to learn; (2) STM improved positively and significantly on the motivation to learn; (3) there is a significant and positive difference on the motivation to learn between the group taught using PBL model and that taught using STM model