Abstract
How to teach teachers more or less will motivate students to absorb knowledge. The purpose of this study was to determine the effect of learning motivation and teaching style on student achievement in the MA Muhammadiyah. The method used is descriptive method with an associative approach. The sampling technique used was proportional random sampling using a sample of 76 respondents. The analysis tool uses validity test, reliability test, classic assumption test, regression analysis, correlation coefficient analysis, coefficient of determination analysis and hypothesis testing. The results of this study are Learning Motivation has a positive and significant effect on student learning achievement by 42.7%. hypothesis testing is obtained tcount> ttable or (7.428> 1.993), so that H0 is rejected and H1 is accepted, meaning that there is a positive and significant influence between learning motivation on student learning achievement at the MA Muhammadiyah Office. Teacher teaching style has a positive and significant effect on student learning achievement by 36.0%. Hypothesis testing is obtained tcount> ttable or (6.454> 1.993) so that H0 is rejected and H2 is accepted meaning that there is a positive and significant influence between the teacher's teaching style on student learning achievement on. A simultaneous test of teacher motivation and teaching style has a positive and significant effect on student learning achievement with an influence contribution of 48.4%, while the remaining 52.0% is influenced by other factors. Hypothesis testing obtained the value of Fcount> Ftable or (39.505> 2.730), thus Ho is rejected and H3 is accepted. This means that there is a positive and significant effect simultaneously between learning motivation and teacher teaching style on student achievement in the MA Muhammadiyah
Highlights
In the learning process can use appropriate methods and tools and pay attention to teaching styles that are suitable for students, student learning outcomes will be good (Azhar, 2008; Hernawan, Permasih, & Dewi, 2008; Prasetya & Ahmadi, 2005; S.Winataputra, 2006; Sudrajat, 2015; Yaumi, 2018)
How to teach teachers more or less will motivate students to absorb knowledge (Arhas, 2018; Hamdu & Agustina, 2011; Idzhar, 2016) This directly will have an impact on student achievement
The success of an educational institution can be seen from the results of student achievement
Summary
In the learning process can use appropriate methods and tools and pay attention to teaching styles that are suitable for students, student learning outcomes will be good (Azhar, 2008; Hernawan, Permasih, & Dewi, 2008; Prasetya & Ahmadi, 2005; S.Winataputra, 2006; Sudrajat, 2015; Yaumi, 2018). How to teach teachers more or less will motivate students to absorb knowledge (Arhas, 2018; Hamdu & Agustina, 2011; Idzhar, 2016) This directly will have an impact on student achievement. The low quality of the teacher's style of teaching turns out to have negative implications for students, such as a lack of motivation and creativity of students in learning so as to cause low physics learning achievement. The success of an educational institution can be seen from the results of student achievement. High learning achievement gives meaning to success in the learning process that has been outlined in the goal of national education which is to educate the nation's life. The problem that is often encountered by a teacher is that when learning activities take place there are students who are sleepy, engrossed in gadgets and play with their peers so that what is explained by the teacher cannot be well received
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