The research purpose to: (1) describe the game addiction on the student, (2) describe the student motivation, (3) find out the correlation between game addiction with student motivation. The research methodology was quantitative approach to the type of descriptive correlational. The research population was 739 students of SMP N 25 Padang academic year 2013/2014. The research sample was 266 students selected by stratified random sampling technique. The instrument used was a questionnaire with a reliability of 0.870 (game addiction) and 0.861 (learn motivation). Data were analyzed using descriptive statistical techniques and Product Moment Correlation. The research results showed that: (1) game addiction students in general are at the high category, (2) learn motivation students in general are at a high enough category, (3) there is a significant negative correlation between game addiction with students motivation, with a correlation coefficient of -0.301. Implications in guidance and counseling will discussed.
Pandemi Covid-19 memberikan dampak yang siknifikan baik dalam segi ekonomi maupun pendidikan. Pendidikan secara daring serta bekerja dari rumah untuk para tenaga pendidik ialah pergantian yang wajib dilakukan oleh guru agar dapat tetap melakukan pemebalajaran dan berinteraksi dengan siswa. Pembelajaran dengan jarak jauh mempunyai tujuan supaya kualitas pembelajaran tingkatkan serta relevansi pembelajaran dan tingkatkan pemerataan akses serta ekspansi pembelajaran. Pembelajaran jarak jauh yang diselenggarakan dengan penjaminan mutu yang baik serta cocok dengan kebutuhan pemangku kepentingan ialah salah satu mekanisme ekspansi akses pembelajaran besar. Berdasarkan hasil penelitian diketehui bahawa motivasi belajar siswa pada pembelajaran berbasis daring 11% siswa berada pada kategori sangat tinggi, 38% siswa berada pada kategori cukup, 27% siswa berada pada kategori motivasi sedang dan 24% siswa berada pada kategori motivasi rendah. Dari hasil ini dapat diketahui bahwa pencapain hasil motivasi belajar belum maksimal, maka diperlukan upaya-upaya untuk meningkatkan motivasi belajar siswa sehingga lebih maksimal
Penelitian ini dilatarbelakangi oleh masalah motivasi dan hasil belajar siswa yang rendah dalam pembelajaran tematik di sekolah dasar yang berdampak terhadap kualitas pendidikan di sekolah terssebut. Penelitian ini bertujuan untuk mendeskripsikan tentang peningkatan motivasi dan hasil belajar dalam pembelajaran tematik berbantukan permainan edukatif. Penelitian ini menggunakan pendekatan kualitatif dan kuantitatif dengan jenis penelitian tindakan kelas (PTK). Hasil penelitian ini menunjukkan bahwa pembelajaran tematik berbantukan permainan edukatif dapat meningkatkan motivasi dan hasil belajar siswa di sekolah dasar. Terlihat bahwa pada motivasi siswa mengalami peningkatan dari rata- rata 81,5% sampai ke 91%, begitu juga pada hasil belajar siswa yang mengalami peningkatan persentase ketuntasan materi pembelajaran Bahasa Indonesia 60% sampai ke 90%, IPA 50% sampai ke 90% dan IPS 60% sampai ke 95%.
The research was backgrounded by still low level of the learning motivation of students. The self-concept and parental support suspectted to affect the learning motivation of students. This research aims to describe : (1) the self-concepts, (2) parental support, (3) learning motivation of students, (4) the contribution of the self-concept toward the learning motivation of students, (5) the parental support contributions toward the learning motivation of students, and (6) the contribution of self-concept and parental support together against to the learning motivation of students. This study used a descriptive correlational quantitative method. The population of this research was students of SMA Negeri 8 Padang in class XI and XII which totaled 464 people. The number of samples are 215 people, selected by proportional stratified random sampling technique. The instrument used is the scale. Results validity and reliability of the instrument self-concept, parental support, and learning motivation of student stated that valid and reliable research instruments. Data were analyzed with descriptive statistics, simple regression, and multiple regression. The findings showed that: (1) the average description of self-concepts are in positive category, (2) an average description of parental support are in high category, (3) description of the learning motivation of students are in high category, (4) there is contribution of self-concept toward the learning motivation of students by 24.2%, (5) there is contribution of parental support toward the learning motivation of students by 18.8%, and (6) there are contributions of self-concept and parental support together toward the learning motivation of students amounted to 30.7%. Implications of the research results can be used as input to create a program of guidance and counseling services.
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