Development of Learning Videos on Integer Material Assisted by Sparkol VideoScribe to Enhance Junior High School Students' Learning Motivation

The research aims to describe the difference in influence between the CTL learning model assisted by learning videos and ordinary learning on students' mathematics learning outcomes, describe the difference in influence between the CTL learning model assisted by video learning and ordinary learning on students' learning motivation, describe the interaction between learning and students' initial abilities on results students' mathematics learning, and describing the interaction between learning and students' initial abilities on students' learning motivation at SDN 100106 Sibangkua, South Tapanuli Regency. The research method used is a quasi-experimental method because students' conditions cannot be controlled. The data analysis technique uses 2x3 factorial Anova. The population of this study were students at SD Negeri 100106 Sibangkua, South Tapanuli Regency for the 2021/2022 academic year. The sample consisted of 2 classes consisting of 1 experimental class and 1 control class. The experimental class with the CTL model was assisted by video learning and the control class was taught using regular learning. The results of the research concluded that there was a difference in students' mathematics learning outcomes using the video-based CTL learning model with an average of 78.83 compared to regular learning with an average of 67.67. There is a difference in students' learning motivation using the video-based CTL learning model with a score of 70.42 and regular learning with a score of 66.07. There is an interaction between the learning model and initial mathematics abilities on students' mathematics learning outcomes (0.006<0.06). There is an interaction between the learning model and initial mathematics abilities on students' learning motivation (0.001<0.05).

Learning media are an essential strategy in modern education due to their role in enhancing student engagement and learning motivation, including in Islamic Religious Education (IRE). Numerous studies indicate that the use of audiovisual and interactive media can increase students’ learning motivation. However, in practice, IRE instruction in several junior high schools is still dominated by printed materials and lecture-based methods, which contributes to low student motivation. This condition was also found at SMP Al Hidayah Medan Tembung and is influenced by limited facilities and inadequate technological skills among some teachers. This study aims to examine the relationship between teachers’ use of learning media and students’ learning motivation in IRE for eighth-grade students at SMP Al Hidayah Medan Tembung. The research employed a quantitative approach with a correlational design. Data were collected using Likert-scale questionnaires measuring learning media as the independent variable and students’ learning motivation as the dependent variable. The research instruments were tested for validity and reliability, while data analysis was conducted using SPSS through Pearson correlation and simple linear regression tests. The results indicate a positive and significant relationship between teachers’ use of learning media and students’ motivation in IRE learning. The more varied and effective the learning media used, the higher the students’ learning motivation. These findings emphasize the importance of learning media as a supporting factor in enhancing students’ motivation in Islamic Religious Education at the junior high school level.

Student learning motivation is the main aspect in achieving student success. Based on the results of observations and interviews, student learning motivation at MTsN 8 Pidie and MTsN 11 Pidie is still relatively low, which has an impact on low student learning outcomes. The aim of this research is to determine the difference in increasing student learning outcomes and motivation on respiratory system material after implementing a STEM-based learning module containing Islamic values. The population of this study were all students in class VIII MTsN 8 Pidie and MTsN 11 Pidie. The samples were taken by purposive sampling, at MTsN 8 Pidie the research samples were class VIII.1 and class VIII.2. Meanwhile at MTsN 11 Pidie the research samples were class VIII.2 and class VIII.3. Data collection uses questionnaire instruments to measure learning motivation and uses test question instruments to measure student learning outcomes. The results of data analysis using a test (Mann-Whitney test) show that there are differences in motivation and learning outcomes, namely a significant value of 0.000 < 0.05, meaning that there is a significant difference between the motivation and learning outcomes of control class and experimental class students. Therefore, it can be concluded that there is an increase in learning outcomes and student motivation by implementing STEM-based modules with Islamic values

Student motivation is one of the factors that affect student learning outcomes, and will not be separated from the environment that supports learning activities in students. The background where students live can also affect their learning motivation and learning outcomes. The purpose of this study was to analyze and test hypotheses regarding the differences in learning motivation and learning outcomes of students at Al-Ulum Private High School Medan and Private Nurul Islam Indonesia High School Medan. The hypotheses of this study include: 1) There are differences in the learning motivation of students at the Al-Ulum Private High School Medan and the Private Nurul Islam Indonesia Senior High School Medan in the subject of Islamic Religious Education. 2) There are differences in student learning outcomes of Al-Ulum Private Senior High School Medan with Private Nurul Islam Indonesia High School Medan in Islamic Religious Education subjects. The method used in this study is a descriptive method with a comparative technique with a quantitative approach. The population of this study were all students of Al-Ulum Private High School Medan and Private High School Nurul Islam Indonesia Medan class XI for the academic year 2021-2022. The sample size is 86 students, with the sampling technique used is quota sampling. The research instrument used is a student learning motivation questionnaire with 45 questions that have been tested for validity and reliability; and documentation of student learning outcomes obtained from students' daily test scores; Data analysis used Independent Sample T-Test. The conclusions obtained from the results of this study are: 1) The learning motivation of Al-Ulum Medan Private High School students is better than the learning motivation of Indonesian Nurul Islam Private High School students, it is shown by the Al-Ulum Private High School Medan students are more active in learning Religious Education Islam compared to the students of the Indonesian Nurul Islam Private High School. This is evidenced by the average value of the learning motivation of the private high school students of Al-Ulum Medan of 93.12 while the learning motivation of the students of the private high school of Nurul Islam Indonesia is 83.72. 2) The learning outcomes of the private high school students of Al-Ulum Medan have similarities with the learning outcomes of the private high school students of Nurul Islam Indonesia. This is evidenced by the average value of student learning outcomes of Al-Ulum Private High School Medan of 87.34 while the learning outcomes of Indonesian Nurul Islam Private High School students of 85.89. 3) There is a significant difference in student learning motivation in Islamic Religious Education subjects between Al-Ulum Private High School students and Nurul Islam Indonesian Private High School students with a significance level of 0.006. 4) There is no significant difference in student learning outcomes in Islamic Religious Education subjects between Al-Ulum Private High School students and Nurul Islam Indonesian Private High School students with a significance level of 0.428.

The purpose of this study was to determine the effect of e-LKPD assisted CTL learning on student motivation and learning outcomes. Samples were taken by purposive sampling as many as 2 classes, namely experimental classes and control classes. The instruments used were multiple choice tests and motivation questionnaires. Data on student learning outcomes and motivation were analyzed by right-side t-test and correlation test. Correlation test to see the relationship between learning motivation and learning outcomes. The results of the cognitive t-test obtained tcount > ttable (3.401> 1.668) which shows Ho is rejected and Ha is accepted, meaning that there is an effect of the CTL learning model assisted by e-LKPD on the learning outcomes of students on acid-base material. The t-test results of learning motivation obtained tcount> ttable (2.191> 1.668) which shows Ho is rejected and Ha is accepted, meaning that there is an effect of CTL learning assisted by e-LKPD on student learning motivation. The correlation results obtained tcount> ttable (0.495> 0.339) indicate that student learning motivation is positively and significantly correlated with student learning outcomes using CTL learning assisted by e-LKPD.

This study aims to determine the effect of STEM-based learning modules on learning outcomes and student motivation in general chemistry courses. This research is a quantitative research. This research was conducted at the Faculty of Teacher Training and Education, University of HKBP Nommensen Pematangsiantar in September 2021-January 2022. The type of research used was a quasi-experimental design using a Non-Equivalent Control Group pretest-posttest design. Data collection methods used were multiple choice tests to measure learning outcomes and questionnaires to analyze learning motivation. The results showed that the use of STEM-based modules had an effect on student learning outcomes and motivation in general chemistry courses. The increase in learning outcomes in the experimental class can be seen from the large percentage of students who get high N-Gain scores in the experimental class, which is 67.8% compared to the percentage of students who get high N-gain scores in the control class. class that reaches 20%. The use of STEM-based learning modules can increase students' learning motivation, namely learning motivation as much as 76% in the very high category, 9% in the high category, and 15% in the medium category, and none of the students have learning motivation in the low and very high low categories. . The conclusion of this study is that there is a very significant influence through STEM-based learning modules on student learning outcomes and motivation in general chemistry courses.

Different perceptions will affect the success of learning outcomes, namely student perceptions. Thus, it affects student learning motivation. The study aimed to determine the relationship between student perceptions and learning motivation toward blended learning strategy (BLS). The research used is a correlational test between student perceptions and learning outcomes with BLS. The participants in this study were 70 people from two different classes. The BLS research instruments and student learning motivation include 1) Desire to succeed, 2) Encouragement and needs in learning, 3) Expectations and future goals, and 4) Appreciation of learning. 5) Interesting desires in learning, 6) A Conducive learning environment. The results showed no relationship between student perceptions and learning motivation toward BL learning strategies. Thus, other factors influence student perceptions and learning motivation, such as socioeconomic, family environment, and cultural environment. The implications of this research can provide insights for education policy makers in Indonesia and in the regions about how to design policies mixed learning that is aligned with the preferences of teachers and students in improving the quality of learning and student learning outcomes.

The purpose of this study was to improve student learning outcomes and learning motivation through a behavior modification approach in class IV of SDIT VIP Al-Huda Candiwulan Kebumen, Central Java. This research was carried out using the classroom action research method. This research was conducted in two cycles. Data collection techniques used in this study were tests and observations. The data were analyzed by descriptive statistics, namely calculating the mean and standard deviation. Furthermore, using the standard formula formula, the data is compiled with a frequency distribution table. Data analysis is by comparing the scores obtained from Cycle I and Cycle II (data on learning outcomes and student motivation). The data analysis was the analysis of variance of the paired-samples t-test formula with the help of SPSS PASW Statistics 18. The results of the study were: (1) the level of student learning outcomes through the behavior modification approach was included in the fairly good category; (2) the level of students' learning motivation through the behavior modification approach is included in the fairly high category; and (3) there is an increase in student learning outcomes and motivation through a behavior modification approach in Class IV SDIT VIP Al-Huda Candiwulan.

Innovative and engaging learning is becoming increasingly important in modern education. Gamification techniques, which adapt game elements to learning contexts, have attracted research interest as a potentially effective approach to improving student achievement and learning motivation. This research aims to evaluate the effect of gamification techniques on student achievement and motivation in learning. This research method uses an experimental approach with a randomized controlled design, involving two groups of students: an experimental group that applies gamification techniques and a control group that follows conventional learning. Data was collected through achievement tests, learning motivation questionnaires, and classroom observations. The results of this study explain that data analysis shows that students who were involved in learning using gamification techniques had significantly higher achievement than the control group. In addition, students’ learning motivation in the experimental group was also significantly higher than that in the control group. Classroom observations showed higher levels of engagement and participation from students in lessons that used gamification techniques. The conclusion of this research supports the idea that the use of gamification techniques in learning has a positive impact on student achievement and learning motivation. This shows the potential of gamification techniques as an effective tool in increasing the efficiency and effectiveness of learning. The practical implication of this research is that the gamification approach can be integrated into curriculum design to create a more interesting and encouraging learning environment for students. It is hoped that this research can further explore specific aspects of implementing gamification techniques in different educational contexts

The background of this research is the lack of student activity in social studies learning, such as students being less active in asking questions related to the material, students less active in giving responses or answers given by the teacher, students never writing or taking notes on lesson material, no discussion activities, lack of interest in working on or solving the problems given. Apart from that, student motivation in learning social studies is still low, namely students are less enthusiastic about learning social studies and less diligent in facing the tasks given by the teacher. Some of these problems resulted in the average daily test score for students in the observation class being less than the maximum, namely 76, this shows that there were 23 students whose scores were still below the KKM score for social studies subjects, namely 80, while students who finished with scores above the KKM were only a total of 13 students from the total number of 36 students. The formulation of the problem in writing this thesis includes: (1) Is there an influence on the application of the Project Based Learning learning model on the learning activities of Class VII social studies students at MTs Negeri 1 Blitar?, (2) Is there an influence on the application of the Project Based learning model Learning on the learning motivation of students in Class VII social studies at MTs Negeri 1 Blitar?. Meanwhile, the aim of this research is to find out: (1) whether there is an effect of implementing the Project Based Learning learning model on student learning activities in class VII social studies at MTs Negeri 1 Blitar. (2) Is there an effect of implementing the Project Based Learning learning model on student learning motivation in class VII social studies at MTs Negeri 1 Blitar. The benefit of this research for students is that it is hoped that it can increase student learning activity and motivation. For teachers, the Project Based Learning learning model can be used as an approach to learning that can be applied in thematic learning. For schools, as consideration for school principals to improve the quality of education at MTs Negeri 1 Blitar and can be used as input in order to improve the quality of education in class VII thematic learning. And for researchers, it is useful as an effort to develop the application of the Project Based Learning Model directly because researchers can find out and understand problems in schools, as well as to fulfill one of the requirements for completing undergraduate studies in writing scientific papers at UIN Sayyid Ali Rahmatullah Tulungagung, Faculty of Tarbiyah and Teacher Training, Tadris Social Sciences Study Program. The research method used in this research is quantitative research with a Quasi Experimental Research approach. The research was carried out by dividing students into two groups, namely the control group which took part in conventional learning and the experimental group which applied the Project Based Learning learning model. The population in this study was all students in class VII MTsN 1 Blitar, while the sample used was class VII-7 and VII-11, totaling 72 students. This is used to explore or obtain research data that will be used by researchers. The research results show that the application of the Project Based Learning learning model has a positive effect on students' learning activities and learning motivation. Students who take part in learning with this model show a significant increase in learning activity and learning motivation compared to students who take part in conventional learning. This is proven through the results of questionnaire data analysis and observation sheets as well as hypothesis testing carried out using the Independent Sample Test. The significance value obtained from the results of the learning activity questionnaire hypothesis test is (2-tailed) 0.000 < 0.05 and the significance value from the learning activity observation sheet is (2-tailed) 0.000 < 0.05. Meanwhile, the significance value of the hypothesis test results of the learning motivation questionnaire is (2-tailed) 0.003 < 0.05 and the significance value of the learning motivation observation sheet is (2-tailed) 0.001 < 0.05. This indicates that H0 is rejected and Ha is accepted, indicating that there is a significant influence from the application of the Project Based Learning learning model on students' learning activities and learning motivation..

Research objectives: This research aims to determine: 1) the relationship between student discipline and learning achievement in Civics subjects, 2) the relationship between learning motivation and learning achievement in Civics subjects and 3) the relationship between student discipline and learning motivation and learning achievement in Civics subjects Methodology: This research is ex-post facto research and correlation research using a quantitative approach. The population in this study were students in grades VII and VIII of MTs Al Mu'minien, MTs Lohbener, MTs Ma'arif Langut and MTs Al Ghifari, totaling 1,294 students. The sampling technique used multi stage sampling with Isaac and Michael tables, and the sample obtained was 224 students. The data collection method uses a questionnaire for student discipline variables as well as learning motivation and documentation variables . Main Findings: The main finding of this research is the positive and significant relationship between student discipline and learning motivation together on civic education learning achievement. This can have the implication that with student discipline and learning motivation in students together, students' Civics learning achievement will also increase . So that it can give rise to an urge for interest in learning to achieve a goal, for example becoming class champion . Novelty / Originality of this research: The novelty of this research is the importance of the relationship between discipline and learning motivation together on student learning achievement in Citizen Education. It is considered important to combine the relationship between discipline and student learning motivation because this can be one way for students to have high levels concern for learning so that students can get good grades.

Parenting Patterns and the Educational Environment are factors to be considered in order to increase students' learning motivation. This research was conducted with the aim of seeing the extent of the influence of parental parenting and the educational environment on students' learning motivation. The type of research carried out in this research is quantitative research with the number of samples selected using the saturated sampling technique being 93 people. The technique used to obtain data is through a closed questionnaire.Descriptive statistics show that (1) Parenting Patterns in Middle Schools in Sahu District, are in the high category at 100%; (2) The educational environment in junior high schools in Sahu District, is in the very high category at 79.22%, in the high category at 20.78%; (3) Students' learning motivation in junior high schools in Sahu District, Province is in the very high category at 70.13%, in the high category at 29.87%.Regression test statistics show that (1) There is an influence of parenting patterns on junior high school students' learning motivation in Sahu District. This influence can be explained through the regression model formed, namely ý = 93.718 + 0.158x1. The magnitude of the influence of parenting style on student learning motivation, namely 11% and 89%, is another factor outside this regression model; (2) There is an influence of the educational environment on the learning motivation of junior high school students in Sahu District. This influence can be explained through the regression model formed, namely ý=121.567 + (-0.114x2). The magnitude of the influence of the educational environment on student learning motivation is 0.071 or 7.1% and the remaining 92.9% is other factors outside this regression model; and (3) there is a positive and significant influence of parenting styles and the educational environment on junior high school students' learning motivation in Sahu District. This influence can be explained through the regression model formed, namely ý=106.676 + 0.215x1 + 0.171x2. The influence of parenting patterns and the educational environment on student learning motivation is 25.70% and the remaining 74.30% is other factors outside this regression model. ABSTRAKPola Asuh Orang Tua dan Lingkungan Pendidikan menjadi faktor yang hendak diperhatikan dalam rangka peningkatan motivasi belajar pada siswa. Penelitian ini dilakukan bertujuan untuk melihat sejauh mana pengaruh pola asuh orang tua dan lingkungan pendidikan terhadap motivasi belajar siswa. Jenis penelitian yang dilakukan dalam penelitian ini adalah penelitian kuantitatif dengan jumlah sampel yang terpilih dengan teknik sampel penuh adalah 93 orang. Teknik yang digunakan untuk memperoleh data melalui angket yang bersifat tertutup. Statistik deskriptif menunjukan bahwa (1) Pola Asuh Orang Tua pada SMP di Kecamatan Sahu pada kategori tinggi sebesar 100%; (2) Lingkungan Pendidikan pada SMP di Kecamatan Sahu pada kategori sangat tinggi sebesar 79,22%, kategori tinggi sebesar 20,78%; (3) Motivasi Belajar Siswa pada SMP di Kecamatan Sahu, pada kategori sangat tinggi sebesar 70,13%, kategori tinggi sebesar 29,87%.Statistik uji regresi menunjukan bahwa (1) Terdapat pengaruh dari Pola Asuh Orang Tua terhadap Motivasi Belajar Siswa SMP di Kecamatan Sahu. Pengaruh ini dapat dijelaskan melalui Model regresi yang terbentuk yaitu ý = 93,718 + 0,158x1. Besar pengaruh pola asuh orang tua terhadap motivasi belajar siswa yaitu 11% dan 89% adalah faktor lain diluar model regresi ini; (2) Terdapat pengaruh dari Lingkungan Pendidikan terhadap Motivasi Belajar Siswa SMP di Kecamatan Sahu. Pengaruh ini dapat dijelaskan melalui Model regresi yang terbentuk yaitu ý=121,567 + (-0,114x2). Besar pengaruh Lingkungan Pendidikan terhadap Motivasi Belajar Siswa yaitu sebesar 0,071 atau 7.1 % dan sisanya 92,9 % adalah factor lain-lain diluar model regresi ini; dan (3) terdapat pengaruh positif dan signifikan dari Pola Asuh Orang Tua dan Lingkungan Pendidikan terhadap Motivasi Belajar Siswa SMP di Kecamatan Sahu. Pengaruh ini dapat dijelaskan melalui Model regresi yang terbentuk yaitu ý=106,676 + 0,215x1 + 0,171x2. Besar pengaruh Pola Asuh Orang Tua dan Lingkungan Pendidikan terhadap Motivasi Belajar Siswa yaitu sebesar 25,70% dan sisanya 74,30% adalah faktor lain-lain di luar model regresi ini.

This research focuses on developing and implementing the Physics e-Module PjBL-STEM Model to improve the creative thinking skills and learning motivation of grade X students in straight-motion topics discussion. The purpose of this development research is to 1) Produce a feasible Physics e-Module PjBL-STEM Model. 2) Knowing the effectiveness of the implementation of the Physics e-Module PjBL-STEM Model in order to improve students' creative thinking skills and learning motivation. 3) Describe the students' creative thinking skills and learning motivation profile. The e-module development procedure in this study adapted the Research and Development (RD) method using the ADDIE model developed by Dick and Carry (1996). The subjects of this study were first-grade high school students who used the 2013 curriculum at a school in the city of Yogyakarta. The results of the study show that: 1) The Physics e-Module PjBL-STEM Model is feasible to use in physics learning based on the assessment of experts and practitioners. 2) Implementation of the Physics E-Module PjBL-STEM Model is effective in increasing students' creative thinking skills by 85% and students' learning motivation by 68% which is in the good category. 3) The students' creative thinking ability profile was 54.16%, while the students' learning motivation was 60.41%. Both have average and above-average values. Students with the ability to think creatively and have the motivation to learn above the average are most students who use the Physics e-Module PjBL-STEM Model in physics learning.

This study aims to determine the relationship between teacher competence, quality of facilities and infrastructure, student participation and school policies in increasing student learning motivation in PJOK subjects at MA Ma’arif Darussholihin. The subjects of this study were students in grades X - XII, totaling 350 students. The sample in this study amounted to 160 students. This study uses a correlation method with a quantitative approach that aims to determine the presence and absence of a relationship between or two variables by collecting numerical data that can be measured related to teacher competence, quality of facilities and infrastructure, student participation, school policy and learning motivation. The data collection technique uses a questionnaire. Data validation uses the product moment formula with r count < r table (0.154). Reliability using Crombach Alpha, namely reliability (0.945) The analysis technique uses linear regression analysis, which will involve various descriptive statistical tests, classical assumption tests, and hypothesis testing. The results of the study showed a significant relationship between teacher competence and learning motivation. There is a significant relationship between infrastructure and learning motivation. There is a significant relationship between student participation and learning motivation. There is a significant relationship between school policies and learning motivation. There is a significant relationship between teacher competence, quality of facilities and infrastructure, student participation, school policies together with students' learning motivation.

In the continuously evolving digital era, education faces new challenges in maintaining students' interest and learning motivation. One approach that has been introduced to address this challenge is the use of technology in learning, specifically through game-based learning applications. The aim of this study is to develop an effective game-based learning application that enhances students' learning motivation. The research method employed is the Research & Development (R&D) method. The development stages include needs analysis, application design, implementation, evaluation, and revision. The application was developed with consideration to attractive game design principles that motivate and take into account curriculum needs. The research findings indicate that the development of the game-based learning application successfully increased students' learning motivation. Assessments of the application showed positive responses from students to the learning experience provided. Additionally, there was a significant increase in the level of student participation and engagement in the learning process. The conclusion of this study is that the development of game-based learning applications is an effective approach to enhancing students' learning motivation. This application transforms the learning experience into something more engaging and challenging for students, thereby increasing their interest and activity in the learning process. The implication of this study is that the integration of technology in learning can be an effective strategy to motivate students and enhance the overall quality of education.