Efforts to Increase Economic Learning Motivation Online through Improving Learning Facilities, Teacher Creativity and Social Support during the COVID-19 Pandemic

Abstract

This study aims to determine the effect of learning facilities, teacher creativity and social support on motivation to learn economics either partially or simultaneously during online learning in the midst of the Covid-19 pandemic. This study used a quantitative approach to the type of causality research. The research subjects were students of class X of Islamic Senior High School 1 Nganjuk of the 2020/2021 academic year, totaling 270 students. A sample of 135 students was obtained from the Isaac and Michael formula. Sample selection used was proportional random sampling technique. Data were analyzed using descriptive analysis and multiple linear regressions with the help of SPSS 25 for windows. The results showed that learning facilities and teacher creativity partially had a significant positive effect on economic learning motivation, while social support partially had no effect on economic learning motivation because with online learning students lost social support from friends as a source of social support other than teachers and parents. Learning facilities, teacher creativity and social support simultaneously had a significant positive effect on motivation to learn economics. And other factors that influence learning motivation outside the model include interest in the material, ideals or aspirations, student conditions, teacher personality and environmental conditions where students live. Keywords: Learning Motivation, Learning Facilities, Teacher Creativity, Social Support.