Accomplishment Motivation and Soft Skill Related to Learning Achievement

The Social Sciences subject examination score in Muhammadiyah Rambah Middle School is still below the average. This phenomenon is inseparable from the low student achievement. This study aims to analyze the factors that influence student learning achievement. This type of research was quantitative research. The population in this study was VII grade students of SMP Muhammadiyah Rambah which was conducted in the even semester of the 2018/2019 school year. The sample was carried out using proportional random sampling technique with 76 respondents. Data collection using a questionnaire with a Likert scale and then the data were analyzed by path analysis. The results of the analysis show that learning discipline has an indirect effect on learning achievement through learning motivation of 0.0897, with a total influence is 0.351 with an effective contribution of 12.29%. The family environment has an indirect effect on learning achievement through learning motivation of 0.1054, with a total influence of 0.354 with an effective contribution of 12.56%. This shows that learning achievement can be improved if the quality of learning discipline, family environment and student motivation are improved.

Section: Introductionmentioning

confidence: 99%

Analysis of Factors Affecting Student Learning Achievement of Social Sciences Subjects in Muhammadiyah Middle School Rokan Hulu Regency

Efriza

Caska

Makhdalena

2020

“…The results of hypothesis 9 that there is a significant influence between critical thinking on learning achievement and strengthened by Sari et al (2017) give the conclusion that critical thinking has a significant effect on the learning outcomes of Economics subjects in class X IPS in Majosari MAN. In line with the research of Juwita et al (2018) that learning achievement is influenced by many factors, one of which is soft skills, to improve soft skills it requires skills in critical thinking. Therefore, the higher the non-physical environment, interest in learning, concentration of learning and critical thinking, student achievement will increase.…”

Section: Direct and Indirect Donationsmentioning

confidence: 85%

Factors Affecting the Concentration of Learning and Critical Thinking on Student Learning Achievement in Economic Subject

Erwiza

Kartiko

Gimin

2019

The National Examination is conducted to test the ability of students during the education process. However the average national exam results of Madrasah Aliyah Negeri 1 Pekanbaru starting from 2015-2018 always decrease. This phenomenon can not be separated from factors that affect learning achievement. This study aims to analyze the factors that influence concentration and critical thinking on student learning achievement both direct influence and indirect influence on economic subjects in Madrasah Aliyah Negeri 1 Pekanbaru (MAN 1 Pekanbaru). The population in this study were 125 students of IIS class XI. Sampling technique used was simple random sampling obtained by 95 students. Data collection uses a questionnaire with a Likert scale. The results showed that: (1) the non-physical school environment had an effect on learning achievement directly by 24.2% and indirectly had an effect of 12%. (2) learning interest influences learning achievement directly by 27.1% and indirectly by 8.8%. (3) learning concentration directly affects learning achievement by 19.5%. (4) critical thinking directly influences learning achievement by 27.3%. In general, critical thinking can affect the learning achievement.

“…Using technology for interaction in the process of learning develops the learners' autonomy learning. It means that simultaneously, it develops self-regulation on the learners in order to have a successful future oriented attitude as Junita et al (2018) mean.…”

Section: Sociocultural Theory In Reading Experiencementioning

confidence: 99%

Reading Experiences on Exploring Personal Reading Histories of English Study Program Learners of University of Riau

Delfi

Diah

Safriyanti

2019

Learners have different historical reading experiences which can be analyzed from any perspectives. This study aimed to explore “the reading experiences of two successful English study program learners of the Faculty of Teacher Training and Education University of Riau in Extensive Reading course based on Exploring Personal Reading Histories”. The suitable design in answering the research question of this study is a Case Study of the two successful learners in Extensive Reading course. Based on the result of the analysis of this study, it was found that reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories is individual contexts (the facilities provided by parents and the involvement of teachers) reflecting on the process in becoming competent in each level. As a result, their experiences develop their interest to do activities of reading without instruction. It also indicates that this study contributes to reading theory, especially extensive reading relating with the other theories as well as pedagogy in teaching and learning Extensive Reading by implementing Exploring Personal Reading Histories at the beginning of the course. This finding contributes to theory of reading, especially extensive reading and to methodology in terms of the appropriate instruments and analysis for qualitative researches.