Low Learning Motivation Research Articles

Using pictures as non-verbal language motivating students with English speaking lessons at Vietnam primary schools

The study investigates the reality of students' low participation in speaking activities and the possibility of using pictures to increase their participation in classroom speaking activities if necessary. The reason for this research is the lack of using pictures as the visual aids to teach speaking skill for the students in Vietnam’s context. Although several studies have been conducted on these subjects with different approaches, Vietnamese students, especially the primary ones, are not paid much attention as an investigated object. By using methods of questionnaires and tests (pre-tests and post-tests) combined with qualitative analytical analysis, as well as taking 50 students in grade 4 of a primary school in Hanoi as the objects to assess their current situation of learning English with pictures. The research findings indicate that students are more interested in learning English speaking when using pictures. Moreover, the students’ learning strategies and students’ attitude towards learning English are the two main causes that make them have low motivation in learning. In all, motivation and performance of students after the process of applying pictures in learning English presented an improvement. The results of this study are expected to be beneficial for the teachers in conducting the teaching curriculum as they can apply pictures as effective supporters.

ACADEMIC INTEGRITY IN THE CONDITIONS FORCED DISTANCE LEARNING

The article examines issues of academic integrity under conditions of forced distance learning. An analysis of the current state of affairs in the university educational environment in the field of compliance with the principles of academic integrity was carried out. In the course of the study, respondents were asked to complete a survey aimed at determining the phenomena and factors that concern students in the conditions of forced distance learning of the 2020-2022 academic year and to decide on issues of academic integrity. Interviews were also conducted with student volunteers from various courses and universities who studied or are studying in conditions of forced distance learning. The results showed that, unfortunately, the percentage of students who regularly use cheating and incorrect borrowing has grown over these two years, but the reasons for this require further study, but it can already be said that the main factors that influence the manifestations of academic dishonesty in the environment students are: a new learning environment (full online learning), the lack of systematic work on the formation of an academic culture and a combination of low motivation in online learning and a low level of independent work skills among students in a new environment. Based on the results obtained, recommendations were formulated both for participants in the educational process in the context of countering and preventing cases of academic dishonesty in online learning. Digital tools recommended for use in online learning include: Respondus LockDown Browser, Respondus Monitor, ProctorU, Purdue OWL, RefWorks, Grafiati, Unplag, Self Control. The integrated use of these digital tools will both control specific manifestations of academic dishonesty and form a culture of academic integrity based on openness and understanding of the importance of this process for students.

THE USE OF LANGUAGE GAMES TO INCREASE MOTIVATION IN LEARNING ISTIMÂ’

Factors that cause boredom in learning process are the lack of variety of methods, models, and media. An alternative to increase learning motivation in learning process is by using games. The main problem of this research is how to increase students motivation to make learning outcomes optimized. The purpose of this study was to increase students' motivation to learn istimâ' (listening) in Arabic is by using educational games. This study used classroom action research using a cycle model. The results of the study shows that educational games can increase students' learning motivation, shown by the comparison of initial motivation and after giving an action using educational games. The initial motivation data was in average 42.36%, in the category of low learning motivation, after giving an action in the first cycle it reached to an average 78.33%, high category, and increased in the second cycle with average 93.28%, very high category. The study concluded that educational games can increase motivation in learning istimâ' in Arabic.

KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DI TINJAU DARI MOTIVASI BELAJAR SISWA PADA MATERI BARISAN DAN DERET

This study aims to determine and describe mathematical problem solving abilities in terms of learning motivation on the material of class XI students at SMK Negeri 4 Gowa. This type of research is a qualitative research using a descriptive approach. Researchers chose 3 students from 30 students who were used as research subjects, these three students represented each of the three categories of learning motivation, namely high, medium, and low learning motivation. The instruments in this study were a learning motivation questionnaire, a problem-solving ability test, and an interview guide. Data collection techniques in the form of questionnaires, tests, and interviews. Data collection techniques in the form of questionnaires, tests, and interviews. The data analysis techniques used are data reduction, data presentation, and conclusion drawing and verification. The results of the research on students' mathematical problem solving abilities based on Polya's steps that appeared at the time of the study: (1) students who had high learning motivation were able to meet the 4 indicators of problem solving ability according to Polya's steps (2) students who had moderate learning motivation were only able to meet 3 indicators of the 4 indicators of problem solving according to Polya's steps (3) students who have low learning motivation are only able to fulfill 2 of the 4 indicators of problem solving abilities according to Polya's steps. It was concluded that students with high and moderate learning motivation had good mathematical problem solving abilities, while students with low learning motivation had poor mathematical problem solving abilities.

THE INFLUENCE OF PROBLEM BASED LEARNING MODEL AND LEARNING MOTIVATION ON LEARNING OUTCOMES OF LIGHT VEHICLE ENGINE MAINTENANCE LESSONS

Abstract:. The purpose of this study is to test 1) The existence of learning outcomes of Light Vehicle Engine Maintenance (PMKR) between students who get the Problem Based Learning (PBL) learning model and learning motivation on sent learning outcomes with conventional learning models, 2) There is an interaction between the PBL learning model and learning motivation on learning outcomes in PMKR lessons. 3) There are differences in the PMKR learning outcomes of students who have high learning motivation who receive the PBL learning model treatment. 4) There are differences in learning outcomes of light vehicle engine maintenance students who have low learning motivation who get the PBL learning model. This study used an experimental method with a 2 x 2 factorial design. The population was 80 students, the sample to be used was 66 students taken using smple random sampling technique. Then from the 66 students into 2 groups where Group 1 gathered 33 students into the Experiment Class which was taught with the PBL learning model and Group 2 returned 33 students from the Control class who were taught by the conventional model. The results showed that there were differences in learning outcomes between students who received treatment Problem Based Learning learning model and students who received conventional learning model treatment. There is an interaction between the learning model and learning motivation. Students who have learning motivation are more suited to the PBL model, while students who have low learning motivation are more suited to using the conventional model.

PENGARUH PEMBELAJARAN JARAK JAUH DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR PRODUK KUE INDONESIA

This research aims to know the influence of distance instructional strategies and learning motivation on the results of learning to make Indonesian cake products. Using research methods with quantitative approaches. Research design with factorial 2X2. Variable distance learning strategies using the Google Classroom (A1) and Zoom Meeting Cloud (A2) apps. The variables of learning motivation are high learning motivation (B1) and low learning motivation (B2). The instrument used to measure students' learning motivation is a questionnaire with a Likert scale. It involved 66 respondents who were divided into two groups as experiments and controls. The results of the first hypothesis test that Sig. 0.086 >0.05 can mean no difference in learning outcomes between students treated through Google Classroom and students treated through Zoom Meeting Cloud. The second hypothesis is that Sig. 0.000<0.05 can be interpreted as a significant difference in learning outcomes between students who have high learning motivation and low learning motivation. The third hypothesis is that Sig. 0.001<0.05 can mean there is an interaction between learning strategies and learning motivation. He concluded that the instructional process does not have differences in learning outcomes while knowing there are differences in learning outcomes. This research's implications need to be reviewed in applying instructional strategies in the experimental learning process because vocational school students are required to have competencies. This research is new to the understanding of theory.
 Keywords: Instructional Strategies, Learning Motivation, learning platform, Indonesian Cake Products

Pengembangan LKS Biologi Berbasis Inkuiri Terintegrasi Flipbook Maker pada Materi Sistem Pernapasan Manusia Kelas VII DI SMP Iceya Ndaha

The lack of learning media, especially inquiry-based worksheets, causes low student learning motivation. The purpose of this study was to determine the development of Flipbook Maker's Integrated Inquiry-Based Biology Worksheet on the material of the seventh grade human respiratory system at Iceya Ndaha Junior High School. The research method used in this research is the 4D development research model. The 4-D development model is: defining, designing, developing, and distributing. The results of the study show, (1) from the material expert validators the feasibility of the material gets 90.625, the validator score is 58, and the maximum score is 64, these results can show that the feasibility of the human breathing learning worksheet is very feasible to use, (2) the results of the assessment from the media expert validator, the feasibility of the media gets 96.875%, the validator score is 62, the maximum score is 64, with these results it can be seen that the learning worksheet media is very feasible to use (3) The results of the assessment of the linguist validator, the feasibility of the linguist. The conclusion of this study is that the development of an inquiry-based worksheet based on an integrated flipbook maker on the material of human respiratory system is very feasible to use

The STAD Model Assisted by Audio Visual Media Increases Student Motivation and Learning Achievement

The low learning motivation of students in the learning process. The initial motivation of students is 69% (less), namely out of 14 students, only four students meet the indicators of success. It is because teachers still dominate teaching and learning activities so that learning is teacher-centered. In the learning process, some students did not pay attention to the lessons given by the teacher. This study aims to determine the increase in motivation and learning achievement of students through the cooperative model of the Student Teams Achievement Divisions type assisted by audio-visual media. This type of research is classroom action research. The research procedure was carried out in two cycles. The source of the data taken is the entire class V, totaling 14 students. Data collection methods used are documentation, questionnaires, and interviews. The data analysis technique used is quantitative and descriptive qualitative analysis. The results showed an increase in student motivation. Students' learning motivation in the first cycle reached 74% (enough) as many as 8 students had met the success indicators, and in the second cycle, it was 81% (good) as many as 12 students had met the success indicators. Based on the results of the analysis and discussion, it can be concluded that the Student Teams Achievement Divisions type cooperative model can increase students' motivation and learning achievement.

Perceived Barriers in Online Learning among Nursing Students during the COVID-19 Pandemic in Indonesia

BACKGROUND: In March 2020, nursing schools in Indonesia were forced to abruptly shift from face-to-face learning to fully online learning due to the COVID-19 pandemic. Before the pandemic, fully online learning was still not widely used in Indonesian nursing education. AIM: This study aimed to identify barriers in online learning among Indonesian nursing students during the COVID-19 pandemic. METHODS: This study used a cross-sectional design and involved 530 undergraduate nursing students from five universities in Indonesia participated in this study. The authors sent an online self-administered questionnaire to nursing students from October to December 2020. The questionnaire consisted of four sections to obtain the following data: (1) Sociodemographic characteristic, (2) information about online learning, (3) platform used for online learning, and (4) perceived barriers in online learning. Descriptive statistics were used to analyze data with frequency distribution, percentages, means, and standard deviations. RESULTS: Nursing students in Indonesia were confronted by various barriers during the implementation of abrupt online learning in the current pandemic situation. Most frequently barriers encountered by nursing students during online learning were high costs for online learning, poor internet connection, lack of motivation toward online learning, lack of skill in using the online learning platforms, and lack of training and assistance to use the platforms. CONCLUSION: High cost for online learning, poor internet connection, low learning motivation, lack of skill in using the online learning platforms, and lack of training and assistance to use the platforms were identified as the most frequent barriers encountered by nursing students.

The Effect of Biology Online Learning Based on Edmodo Group WhatsApp on Learning Outcomes Based on the Learning Motivation of Students

COVID-19 pandemic has changed the order of people's lives, including the education sector. The transition from conventional learning to online learning often encounters obstacles, including determining the appropriate type of online learning media. One solution that can be used is to use learning media in the form of WhatsApp assisted by Edmodo in online learning. This study aims to determine the effect of using online learning media in the form of WhatsApp assisted by Edmodo in improving learning outcomes in terms of students' learning motivation. The experimental technique used was a 2x2 factorial design. The study population was all students of class X SMA Negeri 1 Bukittinggi. Sampling was done by using the purposive proportional sampling technique. The learning outcome instrument is a written test, and the learning motivation instrument is a questionnaire, the data analysis technique used two-way ANOVA test and Bonferroni advanced test. The results showed that the average value of learning outcomes in the control class was 79.38 lower than the experimental class, with an average value of 83.50. Significant differences were also obtained in the group of students with high learning motivation, with an average of 94.00 in experimental and 86.00 in the control classes. Different results were obtained in the group of students with low learning motivation, which had an average of 73.00 in the experimental class and 72.75 in the control class. The learning outcomes obtained are influenced by the interaction of choosing the type of media online learning with students' learning motivation

THE EFFECT OF PICTURE SERIES AND STUDENTS LEARNING MOTIVATION ON WRITING COMPETENCY

The purposes of this research are of three folds: first, to closely look into whether there are significant differences in writing achievement; second, the learning motivation of students in writing; third, significant differences in writing achievement between the students with high-learning motivation taught using Picture series technique and those taught by using the conventional technique; and the significant differences in writing achievement between the students with low-learning motivation taught using Picture Series technique and those taught by using conventional technique. This research uses writing achievement test to assess the students’ score in writing. The writing achievement test was administered at the end of teaching learning process to obtain information on the effect of the treatment upon the students’ writing achievement. In this research, it was discovered that there was significant effect of picture series on writing competency as well as the effect of writing competency on high and low learning motivation students who were taught by using guided writing strategy and the conventional strategy.

Predicting Coping With Self-Regulated Distance Learning in Times of COVID-19: Evidence From a Longitudinal Study

Due to the COVID-19 pandemic, students worldwide have experienced fundamental changes to their learning. Schools had to shift to distance education as part of the effort to stop the spread of the virus. Although distance learning undoubtedly resulted in challenges for all students, there is much concern that it exacerbated existing educational inequalities and led to disadvantages – particularly for students who were already struggling academically and lacking support from family and school. The aim of this paper was to investigate the possible impact of family and child characteristics, school performance prior to lockdown, and support at home and from school during lockdown in coping with self-regulated distance learning during times of COVID-19. The paper draws on data from a two-wave longitudinal study surveying 155 lower secondary school students aged 13–14years from a rural-alpine region in Austria. Data were collected 1year before the start of the pandemic and directly after schools had returned to in-class teaching after the first lockdown. Our findings support the notion that distance learning poses a substantial risk for exacerbating existing educational disadvantages. They show that coping with out-of-school learning was especially challenging for students with low academic achievement and learning motivation prior to the pandemic. Furthermore, findings demonstrate that the support from parents and teachers foster students’ capabilities to cope with the self-regulatory demands connected with distance learning. Although the importance of competencies for self-regulated learning became particularly evident in the context of the pandemic, from our findings, it can be concluded that in the future, schools should strengthen their investment in promoting competencies for self-regulated learning. Self-regulation must be recognized as an essential educational skill for academic achievement and life-long learning.

Social Networking Addiction and Quality of Academic Life among First-Year High School Students in Saudi Arabia: The Mediating Role of Academic Procrastination

Students with high levels of procrastination were unable to organize and achieve their academic goals. A student who procrastinates may face internal consequences such as low academic performance, bad learning habits, and low learning motivation. When he/she is unable to address procrastination, this will hinder his/her academic performance. The study group of the research consists of 258 boys studying in high schools in the Riyadh region in the 2019-2020 academic year. They aged 16-18 years, (M= 17.23,SD= 4.45). Social Media Addiction Scale - Student Form, High-School Satisfaction Scale, and Tuckman's procrastination scale –short form were used for gathering and analyzing data. Quality of academic life correlates negatively with social networking addiction and academic procrastination.
 On the other hand, social networking addiction was found to be positively correlated with academic procrastination. Regression coefficients of the empirical model show that social networking addiction had a direct negative effect on the quality of academic life (b= -0.49, p<0.001) and a direct positive effect on academic procrastination (b=0.52, p<0.001). Results support previous research showing that social networking addiction negatively impacts academic achievement by creating academic procrastination, reducing sleep quality, and increasing academic stress. Evidence indicates a positive and significant correlation between inappropriate and problematic use of technology and quality of academic life. Procrastination may interrupt the academic performance, as procrastinators are likely to avoid completing the task at Hand until the last moment. They may also be unable to invest the time and effort necessary for performing as they underestimate the amount of time required for completing specific tasks.

Exploring Effects of the Second Language Motivational Self System on Chinese EFL Learners’ Willingness to Communicate in English and Implications for L2 Education

This study explores how the three components of L2 motivational self-system (Ideal L2 self, Ought-to L2 self and Learning experience) influence Chinese college students’ willingness to communicate in English using a mixure of methods which include a questionnaire survey and individual interviews. Results show that Chinese college students’ ideal L2 self and learning experience would influence their L2 WTC significantly. Students who have a high level of ideal L2 self and more positive English learning experiences are more willing to use English to communicate inside and outside the classroom. Students’ ought-to L2 self has no significant correlation with their L2 WTC. Findings of the study offers some possible implications to improve Chinese college students’ low motivation in English learning and low willingness to use English to communicate.

Edutainment-Based Learning Model with Powerpoint Media Enhancing Students’ Learning Motivation

The low student learning motivation, especially in the elementary level, is influenced by outdated learning media. This study aims at improving students’ learning motivation in social sciences among fifth-grade students through an edutainment-based learning model with PowerPoint. This research employed Classroom Action Research adapting Kemmis and Taggart model. The object of this research was the social sciences in Elementary School. The data collection techniques were through direct observation, questionnaires, and interviews. This research was conducted in two cycles and the improvements were made in the form of learning strategies in each cycle. The results showed that the learning process of social sciences using the developed PowerPoint could improve the students’ learning motivation among the fifth-grade students of the elementary school in the social sciences subject. Based on the observation results before the study, the average percentage was 60.00% or in the moderate category. After the research was carried out, it became 76.67% for the first cycle, and 88.33% or in the high category for the second cycle, respectively. The questionnaire results before the study were 55.08% or in the moderate category. After the learning process with the developed PowerPoint, it increased to 73.31% in the first and 81.37% in the high category in the second cycle, respectively. It indicates that the use of the developed learning media can significantly enhance students’ learning motivation among the students at elementary school.

Analysis of Three Methodological Approaches in the Use of Gamification in Vocational Training

A reduced interest and low motivation in learning amongst vocational students has become a challenge with many traditional strategies not capable of providing a solution to motivation and encouraging participation in learning. The use of elements of games in non-recreational environments (gamification) may be a possible solution, since research indicates an improvement in user experience and engagement, with possibilities of improved motivation and behavioral results. However not all studies obtain positive results, the success of gamification is influenced by the design, the sample, and the context. This study analyzes a gamification design with the most common elements in three methodological approaches (teacher-centered, student-centered, and mixed) in three different periods throughout a program of study with vocational training students. The results indicate that the mixed approach performed worse than the other two. Carrying out a greater number of tasks did not imply a better result in the subject marks, but rather paying more attention to each task influences the result positively.

Improving Science Learning Outcomes Through CTL Learning Model Assisted by Audiovisual Media for Fourth Grade Students at SDN Pagerkukuh

<p><em>The background of this research problem is obtained from the results of reflections that show problems in science learning in class IV SDN Pagerkukuh including students learning to the extent of receiving knowledge from the teacher, less optimal group work is formed, low learning motivation. This has an impact on learning outcomes where 29 out of 41 students have not reached the KKM. The purpose of this study was to improve student learning outcomes in science learning in class IV SDN Pagerkukuh. The research conducted was Classroom Action Research which was carried out in two cycles. The results showed that the learning outcomes with classical completeness in the first cycle were 71%, increased in the second cycle to 83%. The conclusion of this research is that through the CTL learning model assisted by audiovisual media can improve science learning outcomes.</em></p>

Emotional Intelligence Through Mathematical Resilience on Secondary Students Based on Gender

The low mathematical resilience of students, one of the factors is the fear of being wrong so that it shows things related to students' emotions. Mathematical resilience and emotional intelligence are interrelated, therefore students need to develop mathematical resilience and emotional intelligence to be ready to face challenges and be able to learn optimally. The purpose of this study is to analyze mathematical resilience on students' emotional intelligence based on gender in twelve different schools. The method used is descriptive qualitative. The population of this study was 814 students consisting of 301 male students and 513 female students. The selection of subjects in this study by looking at the category of Mathematical Resilience, namely high, medium and low. Subjects were selected using the Winsteps application by looking at the wright map table. From the total population, the researcher chose three subjects to be studied in depth. Furthermore, the selected subjects were asked to fill out an Emotional Intelligence questionnaire and interviewed by the researcher. The results of the analysis of ST who have high Mathematical Resilience have high Emotional Intelligence, ST are able to control themselves and have high interest in learning mathematics, SS who have moderate Mathematics Resilience have moderate Emotional Intelligence. In the learning process, SS does not focus on learning and is less able to explore its potential in depth. SR who have low Mathematical Resilience have low Emotional Intelligence as well. SR tends to give up easily and has low learning motivation. However, it should be noted that there is no gender difference in Emotional Intelligence, because this is based on the instrument or measuring instrument used in the study.

Survey Study of English Autonomous Learning Conducted by the Chinese Language and Literature Majors in XATU

Compared with other non-English majors, the Chinese language and literature students need to learn an additional language as their major. Contrarily, the students’ interest and motivation in learning the language may reduce over time, which may be reflected in their English learning abilities. The present study was based on a survey about the current situation of English autonomous learning among Chinese language literature students in XATU. Furthermore, we investigated the factors that influence the students in learning the language, and provided teaching implications for improvement. According to the results obtained, the current situation of these students is not up to its optimal level. This situation is due to the influential factors, including low learning interest and motivation, unawareness of learning strategies, and inability to set learning goals.

The Influence of Interactive Strategy and Student Motivation on Reading Comprehension ability of the Eighth grade Students of State Junior High School 3 of Rambang Dangku

This research was concerned with the The Influence of Interactive Strategy and Student Motivation on Reading Comprehension ability of the Eighth grade Students of State Junior High School 3 of Rambang Dangku”. In this study 60 students of Eight grade students of SMPN 3 Rambang Dangku in the academic year 2020/2021 were chosen as samples by means of two stage random sampling. This study applied factorial research design. The data were collected by using questionaire and test. The data were analyzed by using Paired Sample t-test, Independent Sample t-test, and Two-Way ANOVA. The results showed that, first, there was a significant influence in students’ reading comprehension taught by using intertactive strategy technique. Second, there was not any significant influence in students’ reading comprehension taught by conventional teaching technique. Third, there was significant influence in students’ reading comprehension students who have high and low learning motivation by using intertactive strategy technique and conventional teaching technique. Last, there is not any significant interaction effects of motivation on students’ narrative text comprehension taught by using intertactive strategy technique and learning motivation towards the students’ reading comprehension of SMPN 3 Rambang Dangku. So, intertactive strategy technique was effective for students who have high and low learning motivation.