Learning Motivation Variables Research Articles

Comparison of Motivation and Geography Learning Outcomes of Students Who Live in Islamic Boarding Schools and Outside Islamic Boarding Schools

Purpose of the study: The purpose of this research is to determine whether or not there are differences in the motivation and learning outcomes of geography Madrasah Aliyah Nurul Jadid students who live in Islamic boarding schools and outside Islamic boarding schools.
 Methodology:This research uses comparative quantitative research. Data collection methods use observation, questionnaires and documentation. The population of this study was all students in classes X-XII Madrasah Aliyah Nurul Jadid, totaling 113 students. There are 78 students living in Islamic boarding schools and 35 students living outside Islamic boarding schools. Sampling used the Proportional Sampling technique. The number of samples in this study was 65 students who lived in Islamic boarding schools and 32 students who lived outside Islamic boarding schools. Analysis of hypothesis testing on learning motivation variables and student geography learning outcomes using Parametric Statistics with the Polled Variance t-test formula and Independent t test SPSS 23 for Windows program.
 Main Findings: The results of research data analysis show that there are differences in motivation to learn geography between students living in Islamic boarding schools and outside Islamic boarding schools. Likewise, with student learning outcomes, there are differences in motivation to learn geography between students who live in Islamic boarding schools and outside Islamic boarding schools.
 Novelty/Originality of this study: Comparing these aspects between students inside and outside Islamic boarding schools can reveal patterns of insight regarding the impact of the learning environment, motivation and teaching methodology on geography learning outcomes.

The effect of the teacher's teaching model and learning media on students' learning activities with motivation to learn as a moderating variable

This study aims to determine the effect of teachers’ teaching methods and learning media on student learning activities and whether learning motivation moderates the impact of teachers’ teaching methods and learning media on student learning activities. This research uses quantitative methods. This research data was obtained by distributing questionnaires to 76 students as respondents. The data obtained from the sample were analyzed using MRA (Moderated Regression Analysis). The results of this study indicate that the teachers’ teaching method and learning media have a positive effect on students' learning activities by being reinforced by students' learning motivation variables. The R-square test results show that teaching methods and learning media explain 56.2% of the learning activity variables. In comparison, the remaining 43.8% are explained by other variables not examined in this study.

THE EFFECT OF STUDENT’S DIGITAL LITERACY AND SELF-EFFICACY ON STUDENTS LEARNING INDEPENDENCE WITH LEARNING MOTIVATION AS AN INTERVENING VARIABLE

This study aims to determine the effect of student digital literacy and self-efficacy on student learning independence in economic subjects through learning motivation as an intervening variable in South Jakarta State High School. This study is to determine the direct and indirect effects. Research using quantitative methods with data collection methods using questionnaires. The total population is 180 students from the sample used in class XI economics. The results of this research analysis are that there is a direct influence of student digital literacy variables on learning independence, there is a direct influence of self-efficacy variables on learning independence, there is a direct influence of learning motivation variables on learning independence, there is a direct influence of digital literacy variables on learning motivation, there is a direct influence of self-efficacy variables on learning motivation, there is an indirect influence of digital literacy variables on learning independence through learning motivation, good digital literacy can find information from various sources through the internet, so learning motivation will increase when it can get information easily which will have an impact on the independence of students in finding material and doing assignments independently. There is an indirect influence of self-efficacy variables on learning independence through learning motivation, Students who are able to increase their confidence in their ability to complete a particular task by having the desire and desire to succeed will encourage the emergence of learning independence in students.

PENGARUH MOTIVASI BELAJAR, PENYALAHGUNAAN TEKNOLOGI INFORMASI, DAN INTEGRITAS MAHASISWA TERHADAP PERILAKU KECURANGAN AKADEMIK MAHASISWA AKUNTANSI

This study aims in this research to determine the effect of learning motivation, misuse of information technology and student integrity on academic cheating behavior. The population in this study were students of the accounting study program who studied at Triatma Mulya Badung University, totaling 237 students, with a sample of 119 respondents. The data collection method used is a questionnaire. The data analysis technique used in this study is multiple linear regression, coefficient of determination, F test and t test. Based on the results of the study it can be seen that learning motivation has a negative and significant effect on academic cheating behavior, misuse of information technology has a significant positive effect on academic cheating behavior and student integrity has a significant negative effect on academic cheating behavior. The magnitude of the influence of learning motivation variables, information technology abuse and student integrity on academic fraud behavior is 54.3%. Suggestions that can be given by researchers are that Triatma Mulya University is expected to provide motivation to students during learning, to increase student learning motivation

The Influence of Family Environment and Learning Motivation on Learning Outcomes in Economics Subjects

Purpose of the study: The aim of this research is to determine whether there is an influence of family environmental variables and learning motivation simultaneously on learning outcomes in economics subjects. To determine whether or not there is a partial influence of family environmental variables on learning outcomes in economics subjects. And to find out whether there is a partial influence of learning motivation variables on learning outcomes in economics subjects.
 Methodology: This type of research is descriptive quantitative with survey methods. The population in this study was class X high school students, totaling 450 students with a sample size of 82 respondents. Sampling used the proportionate random sampling technique by lottery. The research data collection technique uses a questionnaire. Data validity was obtained through the results of a tryout conducted on 30 respondents. The data analysis technique used is multiple linear regression analysis technique.
 Main Findings: Based on this research, (1) There is a significant influence between family environment variables and learning motivation simultaneously on students' economics learning outcomes; (2) Family environment variables partially have a significant influence on students' economics learning outcomes; (3) Partial learning motivation variables also have a significant influence on students' learning outcomes in economics subjects; (4) The coefficient of determination (R square) of 0.455 or 45.5% indicates that the family environment and learning motivation together influence 45.5% of student learning outcomes in economics subjects.
 Novelty/Originality of this study: This research investigates the influence of family environmental variables and learning motivation simultaneously on learning outcomes in economics subjects. Previous studies may not have combined these two variables simultaneously in the same context. This research also partially tests the influence of family environmental variables on learning outcomes in economics subjects.

PENGARUH MOTIVASI BELAJAR TERHADAP HASIL BELAJAR PADA SISWA KELAS XI SMA NEGERI 73 JAKARTA

Education plays an important role in the development of science and technology by creating skilled human resources. In learning activities, motivation and of course the learning outcomes themselves cannot be separated. Experts say that good learning outcomes are influenced by high motivation. The purpose of this research is to find out whether there is influence between students' learning motivation and student learning outcomes. This research was conducted at SMA Negeri 73 Jakarta Class XI in the even semester of the academic year. This study uses a survey method to find the relationship between variables with a simple linear regression technique. Sampling used was purposive sampling, amounting to 150 students. Instruments in the form of a questionnaire / questionnaire learning motivation and daily test scores of all students of class XI. Based on the results of the hypothesis test, it is known that there is an influence between the learning motivation variable on the learning outcomes of class XI students in the compulsory mathematics subject at SMA Negeri 73 Jakarta. The results showed that the simple regression model can be used to predict learning motivation variables on learning outcomes, or there is an effect of learning motivation variables (X) on learning outcomes (Y), with a significance level of 0.000 < 0.05.

APAKAH HASIL BELAJAR EKONOMI DIPENGARUHI OLEH MOTIVASI BELAJAR DAN KEAKTIFAN BELAJAR?

Education aims to educate students to become human beings who are knowledgeable, creative, independent, capable, noble and responsible, these goals can be achieved with learning motivation and active learning in learning so that the learning outcomes obtained are good, especially in economic subjects. The purpose of this study was to determine 1) the partial effect of learning motivation variables on economic learning outcomes, 2) the effect of learning activities on economic learning outcomes, 3) the simultaneous influence of learning motivation variables and learning activities on economic learning outcomes in class X IPS SMAN 1 Cerme. The sampling method used is purposive sampling resulting in a sample of 86 students. This study uses primary data obtained from questionnaires. The results of this study indicate that there is a partially significant positive effect between learning motivation on economic learning outcomes with a sig value of 0.021 <0.05 and t count 2.353 > t table 1.98896, and there is a significant positive effect of learning activity variables on economic learning outcomes with sig value 0.019 < 0.05 and t count 2.399 > t table 1.98896. Also simultaneously there is a significant positive effect between learning motivation and learning activities on economic learning outcomes with a sig value of 0.000 <0.05 and a calculated F value of 27.079 > F table 3.11 and with an Adjusted R-squared value of 0.380 the contribution of the independent variables is 38%. .

The Validity Of Learning Motivation On Learning Independence Of Class Xii Students Of Smk N 1 Sintoga

The purpose of this research was to find out whether there is a relationship between learning motivation and student learning independence in the subject of Indonesian cakes and pastries in class XII SMK N 1 SINTOGA.This type of research is quantitative research with the nature of the research is correlation or relationship. The population in this study were class XII students with a total of 79 students. Members of the sample in this study were 31 students who were selected using the Proportional Random Sampling technique. The data collection technique used in this study was a questionnaire. The data analysis technique in this study uses the Product Moment correlation formula. Based on the results of statistical calculations, it can be seen that students' learning motivation is in the medium category, namely 41.93% and learning independence is in the moderate category, namely with a value of 35.49%. The results of this study are based on the results of research that has been carried out using product moment correlation analysis. It is known that the correlation coefficient between learning motivation (X) and learning independence (Y) is 0.752 which indicates an adequate correlation. The existence of a relationship between learning motivation and learning outcomes is evidenced by obtaining a positive correlation coefficient, which means there is a positive relationship. The correlation that occurs is significant because the obtained tcount is greater than ttable, namely 6.146 > 2.045 at a significance level of 5% with dk 29. The results of data analysis show that there is an influence between learning motivation variables on student learning independence.

The Influence of The Implementation of Elicit, Confront, Identify, Resolve, Reinforce (ECIRR) Learning Model on Learning Outcomes of Craft And Entrepreneurship (PKWU) By Controlling Learning Motivation

This research aimed to (1) describe the difference in PKWU learning outcomes results of grade XI Students of SMA NEGERI 1 Mengwi who studied using Elicit, Confront, Identify, Resolve, Reinforce (ECIRR) learning method and students who studied using the conventional method before and after students’ learning motivation variables were controlled and (2) describe the contribution on the learning outcome of students’ motivation variables on grade XI Students of SMA NEGERI 1 Mengwi who studied using Elicit, Confront, Identify, Resolve, Reinforce (ECIRR) and students who studied using conventional learning model. This research is experimental research (quasi-experimental) using a “post-test only control group) research design. The data were analyzed using one-way statistical analysis of variance (ANOVA) and one-way analysis of covariance (ANAKOVA) using F-test. The population of this research was all students of grade XI of SMA NEGERI 1 Mengwi with 15 study groups. The samples of this research were collected using sampling technique that was a random sampling technique. From 15 study groups, one group was taken as an experimental group (the group studied using Elicit, Confront, Identify, Resolve, Reinforce (ECIRR) learning model and another group was taken as a control group (the group studied using the conventional learning model). It was selected by lottery technique. The result of statistical analysis showed that (1) there was a difference in PKWU learning outcomes between students who studied using Elicit, Confront, Identify, Resolve, Reinforce (ECIRR) learning model and conventional model with Fcount= 17, 247 with significant (p)= 0,000 (p<0,05), (2). It also showed there was a difference in PKWU learning outcomes of students who studied using Elicit, Confront, Identify, Resolves, Reinforce (ECIRR) model and conventional model after the students’ learning motivation variables were controlled with Fcount = 27, 209; and (3) there was a positive and significant contribution between learning motivation and PKWU learning outcomes of 27, 04%. Based on the results, it can be concluded that Elicit, Confront, Identify, Resolve, Reinforce (ECIRR) learning model contributed to the PKWU learning outcomes before and after the students’ learning motivation variables were controlled.

Urgency of Soft-Skill Development in Vocational Education for Children with Special Needs

This study aims to describe the relationship of striving for superiority as a soft skill to learning motivation. The approach used is a quantitative approach with descriptive methods in deaf students with a sample of Cerebral Palsy students in Bandung Regency. Correlative testing is performed using spearman correlation tests between striving for superiority variables and learning motivation variables. The results showed that striving for superiority has a very strong correlation to learning motivation so that it becomes an aspect that must be developed in vocational education as part of soft skills. Striving for superiority can help learners deal with various circumstances or problems through self-concept and coping strategies that are factors that influence striving for superiority. Self-concept and coping strategy will strengthen interpersonal and intrapersonal learners with special needs in undergoing the vocational development process as a form of post-school career preparation.

The Results of Evaluation Online Learning Using Hypnoteaching Method and Self-hypnosis

Hypnoteaching is a method that is attractive, provides comfort, and makes students feel happy when participating in the online learning process. This study aimed to determine the effect of online learning using hypnoteaching and self-hypnosis on the results of student learning evaluation. This type of research is quasi-experimental with a comparison group (post-test only with control group design) for 2 months. The research sample was all students in the Diploma III midwifery program, totaling 87 people. Data analysis was a significant difference in the mean value of learning evaluation results in the treatment group and the control group, it was concluded that the hypnoteaching and self-hypnosis methods were effective in improving student learning evaluation results. It is advisable to conduct research with learning motivation variables and measurement of brain waves.

PENGUKURAN EFIKASI DIRI, KONSEP DIRI DAN MOTIVASI PEMBELAJARAN PASCA MENGIKUTI KKN TEMATIK MBKM DALAM MEMBENTUK KEMANDIRIAN BELAJAR MAHASISWA

Education is very important and cannot be separated from life. Humans and education are two things that cannot be separated, because education is the key to the future of quality humans who are equipped with reason and mind. Independence in a person can be seen from several characteristics, including someone who is able to take decisions and take the initiative to overcome the problems at hand. The purpose of this study was to determine how self-efficacy, self-concept, and student motivation in influencing learning independence after participating in the Thematic Real Work Lecture (KKN-Tematik) Merdeka Learning Independent Campus (MBKM) program. This study uses a quantitative approach. Researchers used a 5-point linkert scale in measuring the results of the answers to the research questionnaire. Test data analysis using linear regression analysis. Based on the results of research that has been carried out by researchers, there are several conclusions. First, the results of this study have shown that there is a positive and significant influence between the variables of Self-Efficacy on Learning Independence. Second, the Self-Concept variable has a positive and significant effect on the Independent Learning variable. The three learning motivation variables have a positive and significant influence on learning independence

The Relationship Between Teachers’ ICT Abilities and Parental Guidance on Student Learning Motivation During The Covid-19 Pandemic in Batupapan

The purpose of this study was to determine whether there is a relationship between the teacher's ICT ability and parental tutoring on students' learning motivation at SDN Gugus Batupapan, Tana Toraja Regency. This research was conducted on teachers of highgrade students, namely grades 4.5 and 6 at SDN Gugus Batupapan. The population of high-class students at SDN Gugus Batupapan is 587 students. In this study, the Yamane or Slovin formula was used to determine the sample size for students, namely by using probability sampling technique with random sampling so that a total sample of 247 students was obtained. While the population of the number of teachers as many as 24 teachers. The method used in this study to see the causal relationship of an independent variable (X) to a certain variable (Y) is to use the ex-post facto research method with the type of correlation research. This study used two types of analysis, namely descriptive statistical analysis and inferential statistical analysis on SPSS 24. Based on the statistical analysis of the teacher's ICT ability variable, the highest score was 105.00 and the lowest score was 74.00. The results of the analysis show that the mean is 88.3333, the median is 89.000, the mode is 89.00 and the standard deviation is 8.41152. Analysis of the variable data on parenting tutoring data obtained the highest score of 108.00 and the lowest score of 55.00. The results of the analysis show that the Mean is 83.8509, the Median is 83.00, the Mode is 75.00 and the Standard Deviation is 10.14893. Data analysis of students' learning motivation variables obtained the highest score of 111.00 and the lowest score of 55.00. The results of the analysis showed the Mean of 83.8138, the Median of 84,000, the Mode of 85.00 and the Standard Deviation of 11.96938. So it can be said that students' learning motivation is related to the ability of the teacher's ICT in terms of its application in the learning process. Parental tutoring is significantly related to the level of student learning motivation. Furthermore, the second variable, namely the ability of teachers' ICT and parental tutoring has a joint relationship with students' learning motivation.

Are Economics Learning Outcomes Influenced by Learning Motivation and Active Learning?

Education aims to educate students to become human beings who are knowledgeable, creative, independent, capable, noble and responsible, these goals can be achieved with learning motivation and active learning in learning so that the learning outcomes obtained are good, especially in economic subjects. The purpose of this study was to determine 1) the partial effect of learning motivation variables on economic learning outcomes, 2) the effect of learning activities on economic learning outcomes, 3) the simultaneous influence of learning motivation variables and learning activities on economic learning outcomes in class X IPS SMAN 1 Cerme. The sampling method used was purposive sampling so that a sample of 86 students was obtained. This study uses primary data obtained from questionnaires. The results of this study indicate that there is a partially significant positive effect between learning motivation on economic learning outcomes, and there is a significant positive influence on learning activity variables on learning outcomes variables. Also simultaneously there is a significant positive effect between learning motivation and learning activity on economic learning outcomes and with an Adjusted R-squared value of 0.380 the contribution of the independent variable is 38%

Implementation of Make a Match (MaM) Learning Model to the Nomenclature of Common Chemical Compounds on Motivation and Learning Activities of Class X SMA Negeri 1 Turi Academic Year 2019/2020

The aim of this study is to find out: 1) Determine whether or not there is a significant difference between the implementation of making a match learning model with conventional learning model to the nomenclature of common chemical compounds on learning motivation, 2) Determine whether or not there is a significant difference between the implementation of making a match learning model with conventional learning model to the nomenclature of common chemical compounds on learning activities. This research was experimental research design with Posttest Only Nonequivalent Control Group Design. The population of this study was all class X students of SMA Negeri 1 Turi in the academic year 2019/2020, with a two-class research sample, namely class X MIPA 1 and X MIPA 2. Data of concept for activity variables and learning motivation taken by non-test methods in the form of questionnaires and observation. Data analysis techniques used the Mann Whitney type non-parametric statistical test for learning motivation variables and the Two Independent Sample T-Test type parametric statistical test for learning activity variables on nomenclature of common chemical compounds. Based on the results of the study, it can be concluded: 1) There was no significant difference between the implementation of make a match learning with conventional learning model to the nomenclature of common chemical compounds on motivation learning of class x SMA Negeri 1 Turi academic year 2019/2020; 2) There were no significant difference between the implementation of make a match learning with conventional learning model to the nomenclature of common chemical compounds on activities learning of class x SMA Negeri 1 Turi academic year 2019/2020. Keywords: make a match, learning motivation, learning activities

Pengaruh Penggunaan Internet dan Motivasi Belajar terhadap Hasil Belajar Siswa Akuntansi di Sekolah SMK

This study aims to determine the effect of the internet and learning motivation on student learning outcomes. This research was conducted in the odd semester of the 2021/2022 academic year. The population in this study were all vocational accounting students using the case method at T. Amir Hamzah Private Vocational School in Air Putih District, Batubara Regency, North Sumatra Province. Sampling in this study were as many as 60 students with a quota sampling technique that is taken from each study group. The method of data collection in this research is direct observation, where students are given a questionnaire. The data analysis technique was carried out to determine the effect of the independent variables (X1, X2) on the dependent variable (Y) with multiple linear regression analysis and hypothesis testing. The results showed that there was a positive and significant influence of students' internet use variables on student learning outcomes, there was a positive and significant influence of students' learning motivation variables on student learning outcomes, there was a positive and significant influence simultaneously on the variables of internet use and learning motivation on students' learning outcomes. student learning.

THE INFLUENCE OF HIGHER ORDER THINKING SKILLS (HOTS) LEARNING MODEL AND LEARNING MOTIVATION ON ACHIEVEMENT IN LEARNING ISLAMIC CULTURAL HISTORY

The objectives to be achieved in the discussion of this tesi are 1. To analyze the effect of the HOTS learning model on the learning achievement of SKI subject at MIN 2 Pemalang, 2. To analyze the effect of learning motivation on learning achievement of SKI subject at MIN 2 Pemalang, 3. To analyze the effect HOTS learning model and learning motivation towards learning achievement of SKI subjects at MIN 2 Pemalang. This type of research is quantitative research with a quasi experimental approach. The population in this study were students of class V.B and class V students in MIN 2 Pemalang academic year 2019/2020. The data is collected through a questionare instrument of learning motivation variables and also the results of student tests as a variable of student achievement. The results of the data are processed through statistical calculations and the average correlation, obtained through the use of SPSS 21.0. Data analysis using t-test with a significance level. The results of this study are as follows: 1) There is a significant influence on the HOTS learning model on the learning achievement of SKI subjects. 2) There is a significant influence on the learning motivation learning achievement of SKI subjects. 3) There is a significant influence on the HOTS learning model and learning motivation on SKI subject learning achievement.

Pengaruh Motivasi Belajar Dan Komitmen Organisasional Terhadap Prestasi Mahasiswa Studi Kasus Pada Mahasiswa Universitas Raharja

Student achievement is one of the main factors that need to be considered on campus to achieve the university's goals. Students are an important value owned by the university where all activities on campus can be carried out with the presence of students. One way that students are encouraged to study earnestly so that they can achieve optimal achievement, companies need to pay attention to learning motivation and organizational commitment. The purpose of this study is to find out and explain the influence of learning motivation and organizational commitment to student achievement in university students. The type of research used is survey research through google online form that is explanatory research. The number of samples in this study was 9 students. From the results of statistical analysis that learning motivation has a significant effect on student achievement variables, as well as learning motivation variables and organizational commitment variables have a significant effect on student achievement variables.

Pengaruh Penggunaan Media Pembelajaran Zoom Terhadap Hasil Belajar Fikih Mahasiswa Jurusan Syariah Semester V STIBA Makassar

This study aims to describe the use of zoom learning media, learning motivation, and fiqh learning outcomes, as well as to analyze the effect of using zoom learning media and learning motivation on fiqh learning outcomes for students majoring in sharia in the fifth semester of comparative study program of the Makassar STIBA school, either partially or simultaneously. The type of research in this research is ex post facto that analyzed by descriptive and inferential statistics. The results of study showed that: 1) The use of zoom learning media is in the good enough category. 2) Learning motivation is in the good enough category. 3) Jurisprudence learning outcomes are in the high category. 4) There is an effect of using zoom learning media on fiqh learning outcomes, the effect is 28.4%. This means that in this study 28.4% of the variables of fiqh learning outcomes were influenced by the variable of using zoom learning media and included in the weak but definite category. 5) There is an influence of learning motivation on fiqh learning outcomes, the effect is 17.6%. This means that in this study 17.6% of the fiqh learning outcomes variables were influenced by learning motivation variables and included in the very weak category. 6) There is an effect of using zoom learning media and learning motivation on fiqh learning outcomes for students majoring in sharia in the fifth semester of the Makassar STIBA school of comparison study program, the effect is 8.8%. This means that in this study 8.8% of the variables of fiqh learning outcomes were influenced by the variable use of zoom learning media and learning motivation variables together and included in the very weak category, the rest was influenced by other factors not examined in this study.

PENGARUH APLIKASI DISCORD DALAM PEMBELAJARAN DARING TERHADAP HASIL BELAJAR PADA MATAKULIAH KOMPUTER

This study aims to explain the influence of Discord application in online learning on student learning outcomes and motivation. Quantitative method with quasi-experimental design with 40 samples. Data collection uses tests and questionnaires, analysis data using instrument tests, normality, homogeneity, while hypothetical tests use Wilcoxon, Mann-Whiteney (U), and Spearman tests. The results of post-test experiment class obtained an average score 83.5 higher than control class 61.25. Based on Wilcoxon Test Asymp.Sig (2-tailed) obtained 0.000 < 0.05, Ha1 received, Mann-Whiteney Test (U) High motivation obtained U= 1,500 Asymp.Sig (2-tailed) obtained 0.000 < 0.05, Ha2 Low motivation obtained U=0.000 Asymp.Sig (2-tailed) obtained 0.000 < 0.05, Ha3 received, there is a significant difference between the results of using discord application and using Whatsapp, Spearman Test Asymp.Sig (2-tailed) obtained 0.000 < 0.05, Ha4 received, correlation coefficient value of 0.973** means the relationship between learning motivation variables and learning outcomes is very strong.