Effect Of Learning Motivation Research Articles

A Study on the Effects of Learning Motivation and Boredom on English Learning Outcomes of Chinese College Students

In recent years, boredom has become a research hotspot in the field of second language acquisition. Whats more, the effects of boredom on learning outcomes and motivation on learning outcomes have been widely discussed by scholars. However, it is a rare study on the effects of motivation and boredom on English learning outcomes. There is a gap in the research. The aim of this study is to explore the relationship between the three projects. After that, this study will provide better strategies to achieve the best learning results for educators and learners. The results show that there is a significant correlation between boredom and learning motivation, and boredom also has an effect on learning outcomes. However, there is no correlation between learning motivation and learning outcomes. Based on this result, the educators and learners can reduce boredom to develop learning outcomes by many approaches, such as reward system, interest in learning and so on.

The Influence of Learning Motivation on Increasing Student Learning Achievement

This study aims to determine whether there is an Effect between Learning Motivation on Increasing Learning Achievement of Islamic Psychology Students in Semester 4 of Raden Fatah State Islamic University Palembang. This study used a quantitative approach with a comparative causal method with data analysis using a simple linear regression test. The subjects of this study were N = 30 4th semester psychology students. Data collection techniques using questionnaire techniques. Variable data on The Effect of Learning Motivation on Increasing Learning Achievement of Psychology Students in Semester 4 of Raden Fatah State Islamic University Palembang was obtained through a controlling scale, expressing learning motivation and increasing learning achievement with 20 statement items. The significant value in the data in the form of 0.000 means it is lower than the significant level of 0.05, which can be concluded that the learning motivation variable has an influence on the learning achievement improvement variable.

Pengaruh Motivasi Belajar Terhadap Hasil Belajar Siswa Kelas Vii Pada Mata Pelajaran PAI Di SMP-IT Nur Riska Lubukinggau

In this study entitled "The Effect of Learning Motivation on Learning Outcomes of Class VII Students in PAI Subjects at SMP-IT Nur Riska Lubukinggau". The formulation of the problem posed is How Learning Motivation Against Student Learning Outcomes in Class VII SMP-IT Nur Riska Lubuklinggau. What are the Learning Outcomes of Grade VII SMP-IT Nur Riska Lubuklinggau. Is there an influence of learning motivation on student learning outcomes in Islamic religious education subjects at SMP-IT Nur Riska Lubuklinggau. This type of research is a non-experimental quantitative study, taking the background of SMP-IT Nur Riska Lubuklinggau as the sample in this study. Data collection techniques were carried out by observation, interviews, questionnaires, and documentation. Data analysis was carried out by selecting and compiling the data obtained then processed and analyzed so that conclusions could be drawn, first after determining the placement of high, medium and low categories on learning motivation in class VII SMP-IT Nur Riska Lubuklinggau, that the high group consisted of 2 respondents with a percentage of 14.00%, the medium group consisted of 10 respondents with a percentage of 72.00%, while the low group consisted of 2 respondents with a percentage of 14.00%. Second, the high group has the highest percentage, namely 64.00% or about 9 respondents, the middle group has the second percentage, namely 22.00% or about 3 respondents, while the low group occupies the third percentage, namely 14.00% or about 2 respondents. . Thus it can be seen that the student learning outcomes in class VII SMP-IT Nur Riska Lubuklinggau, this means that the alternative hypothesis is accepted while the null hypothesis is rejected, with the result being t count (0.750) > t table (0.532).

The Influence of Character Education Learning Media Based on Comics and Learning Motivation on Students' Character

This study aims to determine (1) The effect of comic-based Akidah Akhlak media learning on student character at MTs Al-Islamiyah Karang Anyar, (2) The effect of learning motivation on student character at MTs Al-Islamiyah Karang Anyar, (3) The effect of learning media Comic-based Aqidah Akhlak and learning motivation towards student character at MTs Al-Islamiyah Karang Anyar. The research was conducted at Madrasah Tsanawiyah Al-Islamiyah Karang Anyar, Beringin District, Deli Serdang Regency. This research method is a quantitative research with a descriptive type of ex post-facto research. The research population was conducted in class VIII totaling 87 students and 100% of the total population was taken as a research sample. The findings of this study indicate: (1) Comic-based Akidah Akhlak learning media has an influence on the character of students at MTs Al-Islamiyah Karang Anyar by 26.9% in the low category. (2) Learning motivation has an influence on the character of students at MTs Al-Islamiyah Karang Anyar by 39.5% in the low category. (3) Comic-based Aqidah Akhlak learning media and learning motivation together influence the character of students at MTs Al-Islamiyah Karang Anyar by 42.5% in the medium category and the remaining 57.5% is influenced by other variables.

Eksperimen pendekatan open ended learning berbasis etnomatematika terhadap kemampuan pemecahan masalah matematis siswa ditinjau dari motivasi belajar

The research aims to examining the effect of Open Ended Learning based on Ethnomathematics approach on student’s mathematical problem solving abilities in terms of learning motivation. The research is a part of quantitative research with Quasi Experimental Design. The population is consisting of all 8th grade students of Muhammadiyah 7 Junior High School of Surakarta in the 2022/2023 school year. Two sample classes were taken by Cluster Random Sampling technique. the experimental class which treated with Open Ended Learning based on Ethnomathematic approach and the control class with Open Ended Learning approach. Data collection techniques is using by test, questionnaire, and documentation that analyzed using two-way ANOVA with different cells after proven normality and homogeneity. The result of the research is showing abaout: (1) there are effects of Open Ended Learning approach and Open Ended Learning based on Ethnomathematics approach on student’s mathematical problem solving abilities, (2) there are effects of learning motivation on student’s mathematical problem solving abilities, (3) there’s no interaction between learning approach and learning motivation on student’s mathematical problem solving abilities.

Pengaruh Motivasi Belajar dan Efikasi Diri terhadap Hasil Belajar Kimia Peserta Didik Kelas XI MIPA MAN 1 Sinjai

This research is an ex-post facto research that is causal in nature with the aim of knowing the effect of learning motivation and self-efficacy on the chemistry learning outcomes of class XI MIPA MAN 1 Sinjai on acids and bases. The research sample consisted of 30 students in class XI MIPA MAN 1 Sinjai for the 2022/2023 academic year who were selected using cluster random sampling. The independent variable in this study is learning motivation and self-efficacy while the dependent variable is the results of students' chemistry learning on acids and bases. Data collection techniques used questionnaires on learning motivation, self-efficacy questionnaires, and chemistry learning outcomes tests. The results of the descriptive statistical analysis showed that the students' motivation to study chemistry in class XI MIPA MAN 1 Sinjai was categorized as high, while self-regulation and students' chemistry learning outcomes were categorized as low. The results of inferential statistical analysis show: (1) learning motivation influences the chemistry learning outcomes of students in class XI MIPA MAN 1 Sinjai, (2) self-efficacy influences learning outcomes in chemistry class XI MIPA MAN 1 Sinjai (3) learning motivation and efficacy collectively influence the chemistry learning outcomes of students in class XI MIPA MAN 1 Sinjai at a confidence level of 95%.

PENGARUH HAFALAN Al-QUR’AN DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR SISWA SMPIT AZ-ZAHRA KABUPATEN SRAGEN TAHUN AJARAN 2022-2023

This study aims to determine how the effect of memorizing the Qur'an on student learning outcomes, how the effect of learning motivation on student learning outcomes and how the effect of memorizing the Qur'an and student learning motivation on student learning outcomes at SMPIT Az-Zahra Sragen Regency. This type of research is quantitative research. The subjects in this study were 8th grade students of SMPIT Az-Zahra Sragen Regency. The data collection techniques used in this study were questionnaires, documentation, and observation. Data analysis in this study is using multiple regression analysis. Prerequisite tests use data nomality tests. Hypothesis testing uses partial tests and simultaneous tests. The results of this study indicate that the effect of X1 and X2 simultaneously on Y is 0.037 <0.05 and the Fcount value is 3.738> Ftable 3.35 that there is an influence between memorizing the Qur'an and learning motivation on the learning outcomes of students at SMPIT Az-Zahra Sragen Regency in the 2022/2023 academic year.

The Impact of Globalization on The Moral Values of Students at Smp/Mts Level

The purpose of this study was to determine whether there is an effect of learning motivation and social studies learning facilities either partially or simultaneously on social studies learning achievement. The population of this study were students in class VII A and VII B of MTS NU Belitang 1 Oku Timur, which numbered 56. The variables studied were learning motivation and learning facilities as independent variables and learning achievement as related variables. The data collection method uses direct observation at school. The results of this study indicate 1) there is an effect of learning motivation on learning achievement, 2) there is an influence of learning facilities on learning achievement 3) there is a simultaneous influence of learning motivation and learning facilities on social studies learning achievement.

The Influence of Learning Motivation and Learning Facilities on The Learning Presetation of Mambaul Ulum Mts Mambaul Ulum Mts Students Margo Mulyo Belitang 2 Oku Timur

The purpose of this study was to determine whether there is an effect of learning motivation and social studies learning facilities either partially or simultaneously on social studies learning achievement. The population of this study were students of class VII A and VII B of MTS MAMBAUL ULUM Margo Mulyo Belitang 2 Oku Timur, whose number was 56. The variables studied were learning motivation and learning facilities as independent variables and learning achievement as related variables. The data collection method uses direct observation at school. The results of this study indicate 1) there is an effect of learning motivation on learning achievement, 2) there is an influence of learning facilities on learning achievement 3) there is a simultaneous influence of learning motivation and learning facilities on social studies learning achievement.

The Influence of Learning Motivation on Students' Achievement in Learning Indonesia

This research is motivated by the phenomenon that all parents want their children's education to be good, so they pay attention and optimize for their children's education. The existence of this need, humans are encouraged to fulfill it. This encouragement is called motivation. In this case, of course the role of motivation is very important. The objectives of this study are (1) to determine whether there is an effect of learning motivation on student learning achievement at SMPN 1 Bengkulu city. (2) To determine how much significance the effect of student learning motivation on student learning achievement in SMPN 1 Bengkulu city.This study uses a quantitative approach with regression type.The population is SMMPN 1 Bengkulu city which totals 854 students. The sample was 90 students, the method of data research with questionnaires and documentation. All instruments have met the measurement requirements, because they have been tested so that they have met the validity test requirements using product correlation and reliability using Cronbach alpha, and have passed the prerequisite test. Data analysis using the T test and the percentage of influence using the coefficient of determination adjuster Rsquare. The results showed that (1) there is a significant effect of learning motivation on learning achievement as evidenced by the value of Rhitung> Rtabel, namely 0.611> 0.361 and Sig <0.05, namely 0.000 <0.05. (2) The effect of the coefficient of determination Adjusted R square 0.020 on the summary model in the regression test, so that the effect of learning motivation (X), on learning achievement (Y) is 2%.

Perbedaan Motivasi Belajar dan Prestasi Antara Siswa SMP Kelas Imersi dan Reguler

This study discusses how the implementation of the teaching and learning process with the facilities provided in the immersion and regular classes, the quality of students in the regular and immersion classes, so as to have an influence on student motivation and achievement, as well as what efforts can be provided by guidance and counseling services. on the effect of learning motivation and achievement between immersion and regular class students at the junior high school level. This study uses a qualitative descriptive research method. The research subjects in this study were students at SMP Negeri 1 Rembang with a sample size of 20 students. From the results of the analysis obtained, it can be concluded that the difference between the immersion class and the regular class greatly affects the level of learning motivation and achievement in students, such as there is a higher increase in motivation and interest in learning in the immersion class compared to the regular class after the provision of learning guidance and counseling services. , most of the responses from immersion class students stated that learning guidance and counseling services were able to improve students' academic achievement than regular classes, and in terms of providing class facilities it was different. However, it is possible that the quality of the regular class is also better than the immersion class, so that the regular class students will also have learning motivation and achievements that are not far inferior to the immersion class.

Pengaruh Kemandirian Belajar, Cara Belajar, Dukungan Orang Tua Dan Teman Sebaya Terhadap Hasil Belajar Ekonomi Kelas XI IPS SMA Negeri 9 Sijunjung Melalui Variabel Motivasi

This study aims to analyze: 1) the effect of independent learning on learning motivation. 2) the influence of learning methods on learning motivation 3) the effect of parental support on learning motivation. 4) the influence of peers on learning motivation. 5) the influence of independent learning on learning outcomes. 6) the influence of learning methods on learning outcomes. 7) the effect of parental support on learning outcomes. 8) peer influence on learning outcomes. 9) the effect of learning motivation on learning outcomes. The type of research used in this research is descriptive associative research. The population of this study were students of class XI IPS SMA N 9 Sijunjung in the 2021/2022 academic year, totaling 104 students. Sampling technique with total sampling with a total sample of 104 students. The data analysis technique used is descriptive analysis technique and inductive analysis, using Path Analysis with the help of SPSS version 16.0 and Eviews 8 programs. The results showed that: First, learning independence had a significant effect on learning motivation, the path coefficient value for learning independence was 0.332. This coefficient value is significant because the tcount value is 4.313 > and tTable is 0.05 (1.66055). The two ways of learning have a significant effect on learning motivation, the coefficient value of the learning path is 0.235. This coefficient value is significant because the tcount value is 3.088 > and tTable is 0.05 (1.66055). The three parental support have a significant effect on learning motivation, the path coefficient value of parental support is 0.250. This coefficient value is significant because the tcount value is 3.292 > and tTable is 0.05 (1.66055). The four peers have a significant effect on learning motivation, the peer coefficient value is 0.198. This coefficient value is significant because the tcount value is 2.595> and tTable is 0.05 (1.66055). The five learning independence have a significant effect on learning outcomes, the coefficient value of the path of learning independence is obtained of 0.248. This coefficient value is significant because the tcount value is 4.313 > and tTable is 0.05 (1.66055). The direct effect of learning independence on learning outcomes is 6.1%. While the indirect effect of learning independence on learning outcomes through learning motivation is 2.2%. The total effect of learning independence on learning outcomes is 8.3%. The six ways of learning have a significant effect on learning outcomes, the coefficient value of the learning path is 0.170. This coefficient value is significant because the tcount value is 2.525 > and tTable is 0.05 (1.66055). The direct effect of learning methods on learning outcomes is 2.9%. While the indirect effect of learning methods on learning outcomes through learning motivation is 1%. The seven parental support has a significant effect on teacher performance. The path coefficient value of parental support is 0.214. This coefficient value is significant because the tcount value is 3.162 > and tTable is 0.05 (1.66055). The direct effect of parental support on learning outcomes is 4.6%. While the indirect effect of parental support on learning outcomes through learning motivation is 1.4%. The total effect of parental support on learning outcomes is 6%. The eight peers have a significant effect on learning outcomes, the path coefficient value of the peer path is 0.184. This coefficient value is significant because the tcount value is 2.754 > and tTable is 0.05 (1.66055). The direct influence of peers on learning outcomes is 3.4%. While the indirect influence of peers on learning outcomes through learning motivation is 1%. The total influence of peers on learning outcomes is 4.4%. The nine learning motivations have a significant effect on learning outcomes, the path coefficient value for learning motivation is 0.265. This coefficient value is significant because the tcount value is 3.113 > and tTable is 0.05 (1.66055). To improve teacher performance, teachers must increase learning independence, learning methods, parental support, peers and learning motivation of economic class XI IPS students at SMA Negeri 9 Sijunjung. Keywords: Independent Learning, Learning Ways, Parental Support, Peers, Learning Motivation

The Influence of Students' Satisfaction in Online Learning and Its Implications on Students' Motivation and Learning Achievement

This study aims to describe the process of lectures conducted online, namely how the influence of online learning service satisfaction on learning motivation and student achievement of a state Islamic university in Riau. The data collection method in this study was a survey in the form of a questionnaire which was distributed to students with a total sample of 246 people who were distributed to all faculties. Data analysis using SEM Path Analysis 3.0 and SPSS 21. The results showed that satisfaction in online learning was in the satisfied category, motivation was quite high, and achievement was very high, and the effect of satisfaction in online learning on learning motivation was significant in the 2-sided test (t table = 1.97) with a t-statistic value of 9.525 or greater than t table, and the p-value is smaller than alpha 5% (0.000 0.05). The effect of satisfaction in online learning on learning achievement is significant in the 2-sided test (t table = 1.97) with a t-statistic value of 0.856 which is smaller than the t table, and the p-value is smaller than alpha 5% (0.392 0.05. The effect of learning motivation on learning achievement is significant in the 2-sided test (t table = 1.97) with a t-statistic value of 3.090 greater than the t table, and the p-value is less than 5% alpha (0.002 0.05). The effect of satisfaction in online learning on achievement is significant in the 2-sided test (t table = 1.97) with a t-statistic value of 2.999 greater than the t table, and nil ai p is smaller than alpha 5% (0.003 0.05). The results of the research above indicate that satisfaction in online learning has a significant effect on learning achievement through student learning motivation at university.

THE EFFECT OF INTERNET MEDIA USAGE TOWARD LEARNING INTEREST THROUGH LEARNING MOTIVATION AS A MODERATOR VARIABLE

This research aims at analyzing the significant effect of: (1) the effect of internet media usage toward learning interest; (2) the effect of learning motivation toward learning interest; (3) the effect of internet media usage toward learning motivation and (4) the impact of internet media usage toward learning interest through learning motivation as a moderator variable. The method used is a quantitative approach, with questionnaire to measure the variable. The samples consist of 199 students who are taken by random sampling at the first grade of SMA Negeri 7 Kediri, it is calculated using Slovin Pattern formula. The path analysis used to analyze the data is (1) simple linear regression and (2) multiple linear regression. The result reveal that: (1) Internet media usage has positive significant effect toward learning interest about 26,3%; (2) Learning motivation has positive significant effect toward learning interest about 42,7%; (3) Internet media usage has positive significant effect toward learning motivation about 24,4% and (4) Internet media usage has an indirect impact toward learning interest through learning motivation as a moderator variable about 25,1%, while the direct impact is about 26,1%. It shows that the result of indirect impact is greater than direct impact. It is recommended that internet media usage is very well used as a new innovation in learning that is able to foster students’ learning interest, but it must be accompanied by learning motivation that encourages students to use the internet wisely and finally it has a better effect on improving students’ academic performance.

THE EFFECT OF SELF-CONFIDENCE, LEARNING MOTIVATION, AND PEER ENVIRONMENT ON STUDENTS LEARNING OUTCOMES IN PRACTICUM LEARNING CURRENT ACCOUNTING COMPANY SERVICES, TRADE, AND MANUFACTURING CLASS XI ACCOUNTING AT VOCATIONAL HIGH SCHOOL IN CENTRAL JAKARTA

This study aims to determine: 1) the effect of self-confidence on student learning outcomes, 2) the effect of learning motivation on student learning outcomes, 3) the effect of peer environment on student learning outcomes, 4) the effect of self-confidence, learning motivation, and peer environment. on student learning outcomes. The method in this study uses a survey method with a correlational approach. The affordable population used was 140 students, with a sample of 104 students. The results of this study indicate that: 1) Self-confidence has a positive and significant influence on student learning outcomes with a tcount of 9,029 > ttable 1,984 and a significance value of 0.000 <0.05. 2) Learning motivation has a positive and significant effect on student learning outcomes with a tcount of 7.057 > ttable 1.984 and a significance value of 0.000 <0.05. 3) The peer environment positively and significantly influences student learning outcomes with a tcount 5.292 > ttable 1.984 and a significance value of 0.000 <0.05. 4) Simultaneously, self-confidence, learning motivation, and peer environment positively and significantly influence student learning outcomes with Fcount 30.264 > Ftable 2.70 and a significance value of 0.000 <0.05

The Effect of Using Edmodo Learning Media and Learning Motivation on Fiqih Learning Outcomes

This study aims to find the effect of using Edmodo learning media on learning outcomes, the effect of learning motivation on learning outcomes, and the interaction between Edmodo learning media and learning motivation on Fiqh learning outcomes for students of class VIII MTsN 2 Medan. This type of research is a quantitative study with a population of all eighth-grade students consisting of 10 classes (401 students). Based on the Cluster Random Sampling technique, one class is used as a learning class with Edmodo media and another without Edmodo media. The research instruments used were tests and questionnaires. The normality test for learning outcomes data is the Liliefors test, and the homogeneity test is Fisher's and Bartlett’s tests. The data analysis technique used two-way ANOVA at significant = 0.05. The study’s results revealed an influence of Edmodo learning media on students' fiqh learning outcomes, where students' fiqh learning outcomes with Edmodo learning media were higher (26.22) than students' non-Edmodo learning media fiqh learning outcomes (23.25). The influence of learning motivation on learning outcomes obtained fiqh learning outcomes of students with high learning motivation was higher (27.12) than that of students with low learning motivation (22.03). While the interaction between learning media and learning motivation on students' fiqh learning outcomes through the results of the 2 x 2 ANOVA factorial calculation, the interaction factor value F = 9.113 and the P-Value = 0.004 smaller than 0.05. Thus there is an interaction between learning media and learning motivation on students' fiqh learning outcomes at MTsN 2 Medan.

The Impact of Student Motivation on Students’ Science Process Skills

Learning motivation is an encouragement for someone to be more active in achieving something. However, everyone's motivation is different so that it affects students' science process skills. This study aims to describe the effect of students' learning motivation on students' science process skills in learning science. This study uses a sequential explanatory approach. The research subjects were 175 class VIII students who were selected by total sampling technique. The data collection instruments used were observation sheets for students' science process skills, student learning motivation questionnaires, and interview sheets. Qualitative data were analyzed using Miles and Hubarman while quantitative data were analyzed using descriptive and inferential statistics using assumption and hypothesis testing (regression test) to see the effect of learning motivation on students' science process skills. The results of this study conclude that there is a significant effect of students' learning motivation on students' science process skills with a significance value of 0.001. Learning outcomes have implications for the learning process, namely as an evaluation material to create effective learning. Science process skills of students will increase along with the high motivation of students in learning. The results of this study can contribute to the world of education in particular and society in general. Through the results of this study, it is known how students' learning motivation and the level of students' science process skills in science learning, as well as knowing the relationship between learning motivation and students' science process skills.

EXPLORING EFFECT ON PRIMARY SCHOOL STUDENTS' STEM ATTITUDE DETERMINED VIA STRUCTURAL EQUATION MODELING

As STEM (Science, Technology, Engineering and Mathematics) education gets more and more attention from society, students' attitudes towards STEM are increasingly concerned. However, there was scant research that has empirically documented the relations among STEM attitude, learning motivation and metacognition. This research used Structural Equation Modeling to examine the above relations. Data were collected from 845 primary school students from grade 4 to 6, regarding their STEM attitude, learning motivation, metacognition, and their sociodemographic characteristics (family socioeconomic status). The results showed that metacognition played a mediating role in the effect of learning motivation on STEM attitude. The family socioeconomic status played a moderating role in the effect of metacognition on STEM attitude, and students with higher family socioeconomic status had a stronger effect on STEM attitude. This research also suggested that it is worth considering the improvement of students' learning motivation to facilitate STEM attitude through promoting their metacognitive skills, meanwhile balancing the gap between students under the difference of socioeconomic level in STEM education. Keywords: learning motivation, metacognition, STEM attitude, Structural Equation Modeling

PENGARUH MOTIVASI BELAJAR DAN GAYA BELAJAR TERHADAP PRESTASI BELAJAR SISWA SMP SWASTA SE-KOTA TANGERANG PADA PELAJARAN BAHASA INGGRIS

This study aims to examine 1) Is there an effect of learning motivation on learning achievement, 2) is there an effect of learning style on learning achievement, and 3) is there an effect of learning motivation and learning style on learning achievement together.
 This type of research includes quantitative research with conclusions drawn through statistical analysis. The research location is in private junior high schools throughout the city of Tangerang, the population is 263 students, and the research sample is 159 students. Based on the results of the study: (1) There is a positive and very significant effect between Learning Motivation (X1) on Learning Achievement (Y) with a correlation coefficient score of ry1 = 0.773a, the influence of High Motivation (X1) will have a strong influence on Learning Achievement (Y) private junior high school students in the city of Tangerang with a determination coefficient score of r2y1 = 0.595. 2) There is a positive and very significant relationship
 between Learning Style (X2) on Learning Achievement (Y) of private junior high school students in the city of Tangerang, with a correlation coefficient score of ry2 = 0.761a, on Learning Style (X2) High will provide a strong relationship on the increase in Learning Achievement (Y), with a coefficient of determination score produced by r2y2 = 0.579. 3) and there is a positive and very significant effect between motivation (X1) and learning style (X2) together on learning achievement (Y) with a correlation coefficient score of ry1.2 = 0.799a, the effect of learning motivation (X1) and Learning style (X2) together with strong learning achievement (Y) will have a large relationship with learning achievement (Y), with a determination coefficient score of r2y3 = 0.639. Contribution or influence of 6.39%, the remaining 36.1% was contributed by other variables that have a relationship with increasing learning achievement (Y).

Mathematical model of student learning behavior with the effect of learning motivation and student social interaction

This study aims to determine the mathematical model of student learning behavior. The model is built by analogizing the spread of learning behavior with infectious diseases, which is called the SEIR model. The survey was conducted through filling out a questionnaire on the learning behavior of junior high school students with a population of 1,143 students. The results of the simulation model show that the peak of students' vulnerability to changes in learning behavior increases rapidly in the first two days and will be stable when passing the 150th day. The results of the simulation of the SEIR mathematical model with an incubation period of 365 days found that student learning behavior in Non-Boarding Schools will be stable in on day 198, while in Boarding Schools it will be stable on day 201. Infection cases in Boarding Schools fell to 0 on day 25 while in Non-Boarding Schools decreased on day 21, meaning that infections occurring in Boarding Schools were slower and more resistant long, meaning that the influence of the social environment is very significant on student learning behavior. This study also serves as material for policy formulation for the Aceh Provincial Government regarding the junior high school curriculum.