Achievement motivation and response in implementation of online learning during the Covid-19 pandemic and their relationship with students’ learning outcomes

Abstract

Efforts to prevent the development of the spread of Covid-19 in the education unit environment are the shift from face to face learning to distance learning by using online media. Online learning is one of the efforts to build and create active learning based on information and communication technology to support government programs in preparing students to become a generation that is ready to welcome the industrial revolution 4.0 era in 21st century learning. For online learning to run effectively and provide good learning outcomes optimal motivation is needed for students to study and discuss the material independently. This study aims to examine the relationship between achievement motivation and student learning outcomes and describe student responses in the implementation of online learning during the Covid-19 period. The form of research uses mixed methods with commensurate status, namely using a qualitative descriptive approach and a quantitative approach. A qualitative descriptive approach is used to describe student responses to online learning. While the quantitative approach is used to examine the relationship between achievement motivation and student learning outcomes. The research sample is 4th semester students in the even period of the 2020/2021 academic year totaling 99 students. Sampling using cluster random sampling technique. Data collection techniques using indirect communication techniques and measurement techniques. Data collection tools are achievement motivation scale, response questionnaire and learning outcomes test. Testing the research hypothesis, used the Kendall Tau test. The results showed that (a) There were 95.5% of students liked Google Meet; 53.7% liked WhatsApp; 28.4 liked email; 10.4 liked Google Classroom; 9.9% liked Edmodo and 0.9% liked You Tube; (b) Most of the students’ responses to the online learning process showed a positive response. Most of the responses to learning interactions show a negative response. While the response to the availability of facilities, most of the student responses were positive; (c) The results of Kendall Tau’s analysis obtained a correlation number of 0.329. This shows that there is a relationship between student achievement motivation and learning outcomes. Research conclusions (a) The online platforms used by lecturers of the Mathematics Education Study Program in online lectures during the pandemic period varied. The applications most favored by students in a row are google meeting, WhatsAp, email, google classroom, edmodo and you tube. (b) Student responses to online learning are positive, except for responses to interactions in learning that are negative. (c) There is a positive and significant relationship between student achievement motivation and student learning outcomes in the implementation of online learning.