Score Of Learning Motivation Research Articles

The Influence of the Talking Stick Learning Model on the Motivation and Learning Outcomes of Class V Students at SD Negeri 88 Palembang

This research aims to determine whether there is an influence of using the Talking Stick learning model on the motivation and learning outcomes of class V students at SD Negeri 88 Palembang. This research is a quantitative type using a Quasi Experimental type of experimental research method with a Nonequivalent Control Group Design. The population of this study were all fifth grade students at SD Negeri 88 Palembang. The sample for this research was students in classes V.3 and V.4 with a total of 50 students. The sample selection technique used was proportional sampling. Data collection techniques in this research are questionnaires and tests. Data analysis used the Independent sample T-test. The results of this research show that the average posttest learning motivation score for the experimental class is 87.28 and the control class is 78.72, while the average posttest learning result for the experimental class is 86 and the control class is 71.20. The results of the t-test calculation of learning motivation obtained t_count= 6.591 ≥ t_tabel= 1.678 and the results of the calculation of learning outcomes obtained t_count= 4.714 ≥ t_tabel= 1.678 with a significance level = 0.05. Based on the research results, it can be concluded that there is a significant influence of the use of the Talking Stick learning model on the motivation and learning outcomes of class V students at SD Negeri 88 Palembang.

Comparison of chronotype and learning motivation in medical university students

BackgroundPeople differ in their preferred time for intellectual activities. Morningness-eveningness preferences describe the preferred time for performing daily activities and are determined by chronotype. Chronotype reflects circadian preference in humans and is divided into morning, intermediate, and evening types. Learning motivation is a key predictor of student success and may influence learning and study, academic performance, intention to continue medical research, and well-being. Helping students develop learning motivation may improve their educational achievement and health. There are opposing studies regarding chronotype and academic achievement. We hypothesized that chronotype affects the learning motivation of medical school students.MethodsWe used the reduced Morningness-Eveningness Questionnaire (rMEQ), and the Motivated Strategies for Learning Questionnaire (MSLQ) for Russian, Polish, Japanese, and Australian students in the first and second years of medical university. A total of 540 medical students answered the questionnaires. The MSLQ contains six subscales: intrinsic goal orientation, extrinsic goal orientation, self-efficacy for learning and performance, control of learning beliefs, task value, and test anxiety.ResultsThe rMEQ was used to classify the students into three types, which were morning (26.7%), intermediate (60.5%), or evening chronotypes (12.7%) based on their scores. The learning motivation scores for the intrinsic and extrinsic goal orientations, task value, and self-efficacy were lower in evening chronotypes.ConclusionsOur findings suggest that the evening chronotype had a lower learning motivation than the morning chronotype. Evening-oriented students may need a more flexible schedule, and a shift of the most important courses in the university to the afternoon may help them to attain higher motivation for learning medicine.

PENGARUH PENGGUNAAN ASSESSMENT WORDWALL TERHADAP HASIL BELAJAR SISWA SMA

Learning motivation is an important thing that students must have in learning. Learning motivation is an encouragement for students to be able to carry out learning well to achieve a learning goal. However, not all learning processes can create good learning motivation for students, this also affects student learning outcomes, even though learning success can be seen one way from learning outcomes. student. This research aims, first, to determine the differences in learning motivation between students who use Wordwall assessment media and those who use test paper assessments. Second, to determine the difference in learning motivation between students who use Wordwall assessment media and those who use test paper assessment media. This research uses an experimental method with a Posttest-Only Control Group Design. The findings show that the average learning outcomes of students who use Wordwall assessment media are higher than students who use paper tests. Apart from that, the average learning motivation score of students who use Wordwall assessment media is higher than students who use paper tests. It can be sai, that this research has obtained results that show the influence of using wordwall assessment media on learning motivation and better learning outcomes because of its attractive features.

The effect of digital comic based on social values on motivation and learning outcomes of class X MA AL Islam Telaga Biru (evaluating proposals, offers, and agreement in negotiation text)

This study aims to analyze the impact of social value-based digital comics as a learning medium on grade X students' motivation and learning outcomes, focusing on MA Al Islam Telaga Biru students' ability to evaluate proposals, offers, and agreements in negotiation texts. This research employs quantitative methodology. The data for this study were collected from primary sources through the use of questionnaires and tests. The data analysis technique employed is the paired samples t-test. The findings of this study indicate that prior to the use of social value-based digital comic media, the level of learning motivation was 71.83%, which falls within the "good enough" category. Conversely, the level of learning outcomes that met the minimum completeness criteria was only 11.1%. (2) The learning motivation score after the use of social value-based digital comic media was 81.92%, indicating a positive shift from the previous score of 71.83%, which fell within the "good enough" range. Subsequently, the proportion of students who met the KKM for learning outcomes increased from 11.10% to 96.30% following the use of social value-based digital comic media. (3) The use of digital comic media based on social values has a significant effect on learning motivation and student learning outcomes in evaluating proposals, offers, and agreements in negotiation texts in Class X Madrasah Aliyah (MA) Al Islam Telaga Biru. This demonstrates that digital comic media is capable of stimulating students' enthusiasm for learning, which in turn enables students to comprehend the concepts and context of the lesson, thus allowing them to achieve the highest possible score in evaluating proposals, offers, and agreements in negotiation texts.

Developing Resilient Learners: The Contribution of Counseling to Student Motivation and Achievement

This study investigates the relationship between learning motivation and academic self-efficacy among undergraduate psychology students from the 2020 cohort at Universitas Kristen Satya Wacana, focusing on those with a GPA of 3.00 or higher. Utilizing a quantitative correlational design, data was collected via a Google Form questionnaire distributed through WhatsApp from October 29, 2023, to April 24, 2024. Despite challenges in data collection, the study revealed that the majority of participants exhibited low levels of both learning motivation and academic self-efficacy. Descriptive statistics showed a mean learning motivation score of 37.07 and an academic self-efficacy score of 86.83. The correlation analysis indicated a significant positive relationship (r = 0.590, p < 0.05) between learning motivation and academic self-efficacy, suggesting that higher learning motivation corresponds to higher academic self-efficacy and vice versa. The findings emphasize the importance of enhancing both intrinsic and extrinsic motivation, building mastery experiences, and ensuring students' physical and emotional well-being to foster better academic outcomes. These insights have crucial implications for counseling and guidance services, advocating for targeted interventions to improve learning motivation and academic self-efficacy among students.

The effect of augmented reality application (ARSINAPS) on learning motivation and outcomes in biology

This study aims to determine the effectiveness of using the ARSINAPS mobile augmented reality application on learning motivation and outcomes in high school and biology education students. The method used in this study was quasi-experimental with a post-test control group design. The research sample consisted of two experimental classes and two control classes from three schools in the Jakarta, Bekasi, and Tangerang areas, totalling 140 students, and from the college level, consisting of one experimental class and one control class, totalling 68 students. The data obtained were in the form of learning outcomes in the respiratory system and learning motivation scores in biology learning. The average high school-level motivation score in the control class was 85.99, and the overall average for learning outcomes was 77.33 and 63.05. Based on the results of the data calculations, the application effectively improves students’ learning outcomes at the high school and undergraduate levels

Training nurses in an international emergency medical team using a serious role-playing game: a retrospective comparative analysis

BackgroundAlthough game-based applications have been used in disaster medicine education, no serious computer games have been designed specifically for training these nurses in an IEMT setting. To address this need, we developed a serious computer game called the IEMTtraining game. In this game, players assume the roles of IEMT nurses, assess patient injuries in a virtual environment, and provide suitable treatment options.MethodsThe design of this study is a retrospective comparative analysis. The research was conducted with 209 nurses in a hospital. The data collection process of this study was conducted at the 2019-2020 academic year. A retrospective comparative analysis was conducted on the pre-, post-, and final test scores of nurses in the IEMT. Additionally, a survey questionnaire was distributed to trainees to gather insights into teaching methods that were subsequently analyzed.ResultsThere was a significant difference in the overall test scores between the two groups, with the game group demonstrating superior performance compared to the control group (odds ratio = 1.363, p value = 0.010). The survey results indicated that the game group exhibited higher learning motivation scores and lower cognitive load compared with the lecture group.ConclusionsThe IEMT training game developed by the instructor team is a promising and effective method for training nurses in disaster rescue within IEMTs. The game equips the trainees with the necessary skills and knowledge to respond effectively to emergencies. It is easily comprehended, enhances knowledge retention and motivation to learn, and reduces cognitive load.

Effectiveness of Android-Based Mobile Learning in Graphic Design Course for Digital Learning: The Development Research Study

This research spearheads the development and evaluation of an Android-based mobile learning platform specifically designed for graphic design education, using the 4-D model (Define, Design, Develop, Disseminate). The key findings indicate a substantial and statistically significant improvement in learning outcomes (t-count = −15.453, t-table = 2.019), highlighting the positive impact of the platform. Moreover, the Android-based learning platform proves highly effective in enhancing student motivation, with an average learning motivation score of 85.86%. The novelty of this research lies in its focus on a specific application of mobile learning technology in graphic design education, offering valuable insights for educational institutions navigating digital challenges. The platform not only contributes to improved learning quality but also fosters a creative mobile development environment, encouraging further research for its optimization in diverse educational contexts. Limitations include the need for ongoing technological updates and potential variations in device accessibility. Recommendations encompass continuous research for platform optimization, integration into broader educational settings, and adapting to evolving technological landscapes.

Implementasi Reward Asyik dalam Meningkatkan Kemandirian Anak Usia Dini

The purpose of this study is to evaluate how well ASYIK Rewards work to increase young children's learning independence. There is still a deficiency of independence in the educational setting of Ar-Raudhatul Ulum Kindergarten, particularly in autonomous study. Teachers must find workable solutions to get around this. At Ar-Raudhatul Kindergarten, one useful strategy might boost students' learning freedom. The second goal of In early childhood learning activities where there are problems with establishing self-confidence, the goal of this study is to increase independence. Those who had previously been bashful and hesitant to communicate with others or answer questions in front of friends and professors now feel comfortable and capable of providing solid, concise answers to any queries they pose online. Twenty students from group A of the Ar-Raudhatul Ulum Kindergarten served as the research subjects. With each signal, the Safe, Happy, Confident, Innovative, and Creative characteristics are the criteria that determine the evaluation score for early childhood learning independence with the ASYIK Reward. For the five observation scores, very good is represented by (√), good by (+), and minus by (-). There is an increase in scores following use, according to the findings of cycles I and II of the pre-cycle research. According to the research findings, the class completion scores from pre-cycle to cycles I and II seem to have increased. Prior to using the "Fun Reward" strategy, the kids' learning motivation score was 50%; in cycle I, it increased to 55%. Subsequently, after modifications were made in response to the outcomes of reflection on the execution of cycle I, improved outcomes were achieved. As a result, when a youngster gains enjoyable incentives to help them develop independence, and their actions typically lead to beneficial actions. The child's class completion percentage increased to 80% in Cycle II. Therefore, it may be claimed that the ASYIK Reward model encourages children's independence.

Analysis Correlation of Learning Motivation and Conceptual Understanding in High School Students on Force and Motion

The research aims to determine the correlation between learning motivation and high school students' conceptual understanding of Force and Motion material. The research uses a quantitative approach to correlational analysis. The research was conducted at Malang City State High School with 33 students using purposive sampling. The instrument uses test instruments to measure students' understanding of concepts and non-test instruments in the form of questionnaires to measure students' learning motivation on Force and Motion material. The results of the analysis show that concept understanding is in the low category with an average score of 47.25. The student's learning motivation score shows 70.3 and is in the high category. The normality test shows that the concept understanding data is not normally distributed so the analysis uses Spearman correlation. The correlation test results obtained sig = 0.874 so there is no correlation between learning motivation and understanding of physics concepts in Force and Motion material.

The Relationship Between School Well-Being with Online Learning Motivation During the Covid-19 Pandemic in Psychology Students

The role of school well-being and learning motivation is one of the factors that become success in the application of online learning. This study aims to find out how the relationship between school well-being with learning motivation in online learning. This research involved 325 students of the Faculty of Psychology, Makassar State University. This study used a simple random sampling technique to select samples from the population. The data obtained are analyzed using product moment analysis techniques. The results of the study found a positive and significant relationship between school well-being and learning motivation (r = 0.507; p = 0.000). Other findings in the study showed that by gender there was no significant difference in learning motivation score outcomes, and there were significant differences in school well-being outcomes. The results of this study show a fairly strong level of correlation, so that the higher the school well-being experienced by active students of the Faculty of Psychology, Makassar State University, the higher the level of learning motivation during students

Upaya Meningkatkan Motivasi Belajar Siswa Kelas IV Fase B Mengembangkan Kemampuan Diriku Secara Mandiri Melalui PBL Pada PAK di SDN 20 Tekudak Tahun Ajaran 2023 / 2024

This research aims to describe the increase in student learning motivation. This research is a class action research carried out in two cycles. The subjects of this study were all grade IV students of SD Negeri 20 Tekudak, Kalis District, Kapuas Hulu Regency, West Kalimantan Province, totaling 14 students. The results of this study showed that, the number of learning motivation scores of first cycle students averaged 68.57%, and the average post-test score was 70.14. While in cycle 2, student learning motivation averaged 76.64% and post test scores 77.42. this shows that there is an increase, student learning motivation in each cycle after research is carried out through the problem Based Learning (PBL) model. Student learning motivation before participating in the learning process is still relatively low. Based on the results of the study, it can be concluded that the application of the Problem Based Learning model can increase student learning motivation.

The effect of DNA-V model intervention on learning behaviors and stress in Chinese adolescents: A randomized controlled trial

ObjectiveThe Discoverer Noticer Advisor-Value (DNA-V) model is an adaption of Acceptance and Commitment Therapy, which focuses on adolescent development and value-led behavioral change. However, few studies have validated the effectiveness of this model in adolescents in learning environments. This study thus aimed to examine the effectiveness of a Chinese version of the DNA-V model in a Chinese middle school student population. Additionally, we sought to determine whether online or face-to-face versions of the model were more effective. MethodsOne-hundred and thirty-six middle school students were randomly divided into a face-to-face DNA-V group (n = 40), an Internet DNA-V (iDNA-V) group (n = 50), and a traditional group (control, n = 46). The intervention was administered with a 45-min psychology course once a week for six weeks. The three groups were assessed on three core variables of academic learning motivation, strategies, and confidence, as well as stress at three time points (pre-intervention, post-intervention, and at a two-month follow-up). ResultsRepeated-measures ANOVA showed that the Group × Time Point interaction was significant for learning motivation (F(4,266) = 2.746, p = 0.029, ηp2 = 0.04) and stress (F(4,266) = 3.681, p = 0.006,ηp2 = 0.05). Learning motivation scores showed no between-group differences at any of the three time points, but the iDNA-V group showed significant improvement at the two-month follow-up and the traditional group showed significant gains at post-intervention that were maintained until the follow-up test. The DNA-V group exhibited lower stress scores at follow-up than at the pre-intervention assessment (p = 0.002) and post-intervention assessment (p = 0.005), with significantly lower stress follow-up scores than those of the iDNA-V (p = 0.024) and control (p = 0.023) groups. ConclusionThese results suggest that different intervention formats of DNA-V can be used as an alternative to traditional adolescent school psychology programs. It is important to consider how to emotionally support students when designing and developing internet-based DNA-V intervention programs to increase the effectiveness of this program for stress intervention.

EFEKTIFITAS REWARD DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA KELAS V SDN 06 ANDALEH BARUH BUKIK

This research method is a quantitative method using experimental types, while this research approach is a pre-experimental design type one group pretest-postest. The research sample was obtained through a saturated sample technique or total sampling where all populations were sampled, namely all class V students totaling 25 people. Data collection uses essay test questions and questionnaires with statistical data analysis techniques with t-tests. From the final test result data, it shows that the final average score of students in the pretest is 44.6 with a percentage of completeness of 20% and postest which is 86.04 with a percentage of completeness of 88%. the results of student learning motivation scores on the questionnaire test at SDN 06 Andaleh Baruh Bukik were 25 students with a total score of 2206 and an average score of 88.24. It can be concluded that students' learning motivation is in a very high category. In this study, a hypothesis test was also carried out with a posttest pretest t-test with an SPSS application of 0.000<0.005, then H0 was rejected and Ha was accepted so that a decision could be made that giving rewards was effective in increasing the learning motivation of grade V students in mathematics subjects at SDN 06 Andaleh Baruh Bukik.

DEVELOPMENT OF GENIALLY BASED EDUTAINMENT GAMES AS MEDIA TO IMPROVE STUDENT’S LEARNING MOTIVATION

The low students’ learning motivation influences the suboptimal learning process. The learning activities tend to be monotonous and make the students have a lack of interest in learning. Making creative and innovative media is an effort that can be made to improve students’ learning motivation. The research aims to develop genially based edutainment game learning as media that can encourage and cultivate students' learning enthusiasm. The research used the Research & Development (R&D) method and the Borg & Gall development model. The research instruments used were validation questionnaires, trial sheets, and learning motivation questionnaires. The research results indicate that edutainment games based on Genially are valid and suitable for use as a learning media to help teachers in Civic Education learning activities. This is supported by the validation results from three experts of media, materials, and learning, with an average value of 88% in the highly valid category. The average score of learning motivation before applying media was 3.31 in the "sufficient" category, and there was an increase average score of 4.42 in the "very high" category after carrying out learning activities through edutainment game media based on Genially. It shows that edutainment game media based on Genially can also increase students' learning motivation in Civic Education learning subjects.

Analysis Of Peer Group Support and the Learning Environment with Learning Motivation for Nursing Students

Learning motivation is a driving force from within a person to carry out activities including learning in achieving achievement. Motivation to learn can be seen from the results of exams and even from everyday phenomena such as studying only during exams, being sleepy while studying, working together during exams. If that motivation is not increased and instilled in oneself, it can lead to a degradation of enthusiasm, it can even lead to a loss of enthusiasm for learning. The purpose of this study was to analyze the relationship between peer group support and the learning environment with the learning motivation nursing students. The research design used correlation with cross sectional approach. The population and research sample were 93 people using total sampling technique. Data collection is done directly using a questionnaire. Based on the results of the study, the average peer group support is found to be 60.67, standard deviation 6.611, min-max value 37-77, estimate interval 59.31-62.03. Learning environment with a mean of 42.04, standard deviation of 4.147, min-max value of 31-35, estimates interval of 41.18-42.90. Motivation to learn with an average of 67.55, standard deviation 6.470, min-max value 52-80, estimates interval 66.22-68.88. The results of the Pearson product moment statistical test between peer group support and a learning environment with learning motivation found p-values ​​of 0.001 and 0.007, respectively. The correlation value of peer group support and learning environment with positive learning motivation is 0.346 and 0.279, respectively. This means that there is a significant relationship between peer group support and the learning environment with learning motivation and the higher the value of the peer group and learning environment, the greater the score of learning motivation. It is hoped that STIKes Santa Elisabeth Medan will continue to improve peer groups and comfortable infrastructure, away from noise in increasing student motivation to learn.

Pengaruh Media Video Youtube Terhadap Motivasi Dan Hasil Belajar Matematika Siswa

The purpose of this study was to determine the effect of the use of YouTube video media on the motivation and learning outcomes of class VIII students at one of MTs in Blitar. The research uses a quantitative approach, the type of research is Quasi Experimental with the Posttest-Only Control Group Design model. Sampling used a purposive sampling technique, with class VIII B as the experimental class and class VIII A as the control class. Data collection techniques using questionnaires, tests, and documentation. Data were analyzed using the independent sample t-test and the MANOVA test with the help of SPSS. The results of the study show that: 1) There is a significant influence of YouTube video media on students' motivation to learn mathematics. Evidenced by the value of Sig. 0.009 <0.05 with an average score of learning motivation in the experimental class of 79.87 and in the control class of 73.97; 2) There is a significant influence of YouTube video media on students' mathematics learning outcomes. Evidenced by the value of Sig. 0.000 <0.05 with an average score of 86.45 in the experimental class and 74.05 in the control class; and 3) There is a significant effect of the use of YouTube video media on students' motivation and learning outcomes in mathematics. Evidenced by the value of Sig. 0.000 < 0.05.

Pengembangan Perangkat Pembelajaran IPA SMP Berbasis Discovery Learning untuk Meningkatkan Motivasi dan Hasil Belajar

The study is a development research aims 1) to find discovery learning-based junior high school science learning tools to increase students' motivation and learning outcomes, 2) to analyze the validity, practicality and effectiveness of discovery learning based junior high school science learning tools to increase students' motivation and learning outcomes. The development model used in this study refers to the 4D development model, which consists of several stages, namely defining, designing, development, and dissemination. The learning devices developed had been conducted through the validation stage by the validator and through trials, and had been revised by the developers to produce learning devices which are valid, practical, and effective. The results of the study reveal that (1) the expert’s validation of RPP is 3.30 with valid criteria, (2) the expert’s validation of BAPD is 3.24 with valid criteria, (3) the expert’s validation of LKPD is 3.51 with very valid criteria, and (4) the expert’s validation of THB is 3.35 with valid criteria. The learning devices are stated to be practical because the learning devices implementation is in fully implemented category with an average value of 3.58. The teacher’s response and students’ responses are in very positive category with 87.50% and 87.50%, respectively. The learning devices also meet the effectiveness value with the results of increasing the score of learning motivation from 69.04% to 82.04% and the learning outcomes meet effective criteria with a class completeness percentage of 85%.

The Use of Partial Least Square for Analysis of the Relationship of Family Support on Learning Outcomes and Achievements Through Learning Motivation

Abstract: This study aims to analyze the relationship of family support to learning outcomes and learning achievement through learning motivation so that parents can increase their support for children in the effort to increase their learning motivation. This study uses a quantitative approach with partial least squares (SEM-PLS) analysis. The results showed that the score of the original sample of family support to learning motivation was 0.655, the score of learning motivation to learning outcomes was 0.605, and the score of learning motivation to learning achievement was 0.487. Thus, there is a positive relationship between family support and learning motivation, learning motivation and learning outcomes, and learning motivation and learning achievement. Therefore, to improve learning outcomes, learning achievement and learning motivation of children, parents must provide optimal support in the learning process to improve children's learning motivation.

The Effect of Distance Education on Self-efficacy towards Online Technologies and Motivation for Online Learning

This research aimed to investigate the effect of distance education during the COVID-19 pandemic on psychological counselor candidates’ self-efficacy perceptions towards online technologies and their motivation for online learning. Single group pretest-posttest model, a quantitative method, was used in the research. The study participants were third-year students at the Faculty of Education, Psychological Counseling and Guidance Department of a state university in the fall semester of 2020-2021. Demographic Information Form, Online Technologies Self-Efficacy Scale and Online Motivation Scale were used as data collection tools. As a result of the research, it was observed that the psychological counselor candidates’ self-efficacy for online technologies and online learning motivation scores were above the average. It was concluded that the distance education used during the COVID-19 pandemic caused a statistically significant difference in psychological counselor candidates’ self-efficacy towards online technologies, but did not cause a difference in their online learning motivation. There was no significant difference in self-efficacy according to gender and place of residence. However, while there was no significant difference in motivation according to gender, a significant difference was observed in regards to the place of residence in favor of citycenter. It is important to present psychological counselor candidates’ perceptions and motivations in regards to distance education, which is an ongoing process at the moment, for their professional development.