Abstract
The purpose of this study is to determine the direct effect of intrinsic and extrinsic motivation on learning behaviour; the direct effect of intrinsic and extrinsic motivation and learning behavioural on learning achievement; the indirect effect of intrinsic and extrinsic motivation from learned behaviour to learning achievement; and the influence of intrinsic and extrinsic motivation and learning behaviour on the learning achievement of the biology education department students of FKIP Undana. This is a correlation study, consisting of three independent variables and one dependent variable. Data collection was done by a questionnaire and a document of learning achievement. Data were analysed descriptively and inferentially with path analysis. The results show that intrinsic motivation has a direct effect on learning behaviour, and that both directly affect learning achievement; intrinsic and extrinsic motivation and learning behaviour jointly affect the learning achievement of the students of the biology education department. Keywords: learning achievement; learning behaviour; motivation
Highlights
Quality in higher education is determined by lecturers, and by the standards of competency, content, processes, facilities and infrastructure, management, and education assessment (Badan Standar Nasional Pendidkan, 2015)
Based on the aforementioned problems, the researcher argues that this research is highly important in revealing those factors that affect the students’ learning achievement in Biology Education
As many as 30 percent of respondents live with family, and 70 percent of respondents live in a boarding house
Summary
Quality in higher education is determined by lecturers, and by the standards of competency, content, processes, facilities and infrastructure, management, and education assessment (Badan Standar Nasional Pendidkan, 2015). One of the standards that relates directly to the needs of society and the world of work is the competency standard. Graduates are expected to have sufficient competence in accordance with the needs of society and the work market. To develop the quality of graduates in terms of attitudes, skills and knowledge, support in terms of content, processes, educators and staff, infrastructure, financing and assessment standards are required. Aspects of student motivation and learning behaviour constitute a key factor in the achievement of graduation standards. Students with high motivation to learn and with good learning behaviour tend to achieve the required competency standards
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