Hubungan Antara Motivasi dan Penerimaan Dengan Pencapaian Akademik Pelajar Dalam Pembelajaran Menggunakan M-Pembelajaran di Kolej Vokasional

Hashim, Roghdaryanti

doi:10.36079/lamintang.ij-humass-0202.37

Cited by 6 publications

(7 citation statements)

References 5 publications

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“…On the other hand, intrinsic motivation is a predictive factor that can influence the achievement of a student because they have a strong interest in what they are doing. Students with high levels of intrinsic motivation do not rely on external rewards for their learning activities (Hashim & Yatim, 2019).…”

Section: Motivationmentioning

confidence: 99%

Social Environmental Support Influencing Motivation among Students

Sofhi @ Subhi,

Rasul,

Mohd Matore

et al. 2023

IJARPED

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The aim of this article is to provide an overview of the types of social environmental support and types of motivation among students. This article is based on previous research studies. The methodology of this article utilizes a systematic review and Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) approach with information search on social environmental support and motivation encompassing journals and electronic references. For the search of electronically published journal articles related to social environmental support, two journal databases, namely Scopus and Web of Science, were used. The results of previous studies have found that social environmental support itself has a significant impact on motivation. Suggestions for future writing should explore the forms or types of social environmental support that can stimulate internal motivation. This is because internal motivation drives students to learn or behave well without any external rewards.

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Section: Motivationmentioning

confidence: 99%

Social Environmental Support Influencing Motivation among Students

Sofhi @ Subhi,

Rasul,

Mohd Matore

et al. 2023

IJARPED

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“…Kajian tentang gaya pembelajaran banyak dilakukan [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18] [19] [20] [21]. Namun, kebanyakan kajian tersebut tidak memberi fokus utama kepada gaya pembelajaran sebagaimana yang dilaksanakan oleh Pyle [22] yang memberi fokus kepada kerja rutin.…”

Section: Pendahuluanunclassified

Ciri Khas Gaya Pembelajaran Elemen Persekitaran dan Elemen Fisiologi Murid Lemah untuk Belajar dan Memproses Maklumat Baru

Hassan¹,

Husin²,

Ahmad³

et al. 2021

Journal of Humanities and Social Sciences

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Kajian ini bertujuan untuk mendedahkan tentang penerimaan murid dalam kemahiran dan maklumat pembelajaran yang dilakukan di sekolah rendah. Kajian ini juga bertujuan untuk memahami ciri khas gaya pembelajaran elemen persekitaran dan elemen fisiologi murid yang lemah berdasarkan kecenderungan mereka untuk belajar dan kemampuan memproses maklumat baru. Kajian ini adalah kajian kes yang menggunakan data kualitatif untuk menjawab persoalan yang dinyatakan. Penyelidik menggunakan Model Dunn & Dunn sebagai panduan dalam menganalisis data pemerhatian dalam gaya pembelajaran yang disokong oleh wawancara dan analisis hasil kerja murid. 16 peserta dipilih dengan sengaja untuk kajian ini. Dapatan menunjukkan bahawa rangsangan gaya pembelajaran elemen persekitaran dan elemen fisiologi mendorong atau merangsang pembelajaran murid yang lemah. Kesimpulannya, di samping strategi yang baik, gaya pembelajaran sebagai petunjuk pembelajaran dan pencapaian yang meningkatkan kualiti penerimaan maklumat murid. Oleh itu, penemuan ini merungkai hubungan antara gaya pembelajaran dan kesan pembelajaran murid yang perlu diberi perhatian oleh pendidik untuk memenuhi pengajaran dan cara pembelajaran murid. Special Characteristics of Learning Styles Environmental Elements and Physiological Elements of Weak Students to Learn and Process New Information Abstract: This study aims to reveal about the acceptance of students in the skills and information of learning done in primary schools. This study also aims to understand the special characteristics of learning styles of environmental elements and physiological elements of weak students based on their propensity to learn and ability to process new information. This study is a case study that uses qualitative data to answer the stated questions. Researchers used the Dunn and Dunn Model as a guide in analyzing observational data in a learning style supported by interviews and analysis of student work outcomes. 16 participants were deliberately selected for this study. Findings indicate that learning style stimuli of environmental elements and physiological elements induce or stimulate poor student learning. In conclusion, in addition to good strategies, learning style as an indicator of learning and achievement that improves the quality of student information reception. Therefore, these findings unravel the relationship between learning styles and student learning effects that need to be given attention by educators to meet the teaching and learning methods of students. Keywords: Environmental Elements, Learning Styles, Physiological Elements.

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“…Other than the cognitive challenge, Tahfiz students consider their physical and psychological aspects as part of their learning experience. According to Hashim (2017a), Tahfiz students' achievements in memorizing Quran is influenced by the etiquette of memorizing Quran. As outlined by Imam Al-Nawawi (2012), there are etiquettes to obey when interacting with the Quran including sincerity, sitting properly, focused, strive hard, clean mouth, purity, humility, clean place, reciting distinctly, beautifying the voice, melodious and safeguard the Quran.…”

Section: Introductionmentioning

confidence: 99%

Design Factors of Potential Assistive Technology for Memorizing Al-Quran Learning Experience Among Tahfiz Students

Ronaldi Saleh,

Nik Md. Saiful Azizi

2023

ALAM CIPTA

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Tahfiz students. Qualitative method of case study was used. Two well-experienced teachers were interviewed through focus group discussion. Verbatim transcript of the interview was transcribed and keywords were identified. To analyse the data, the researchers identified themes for further exploration. The results were validated by two experienced inter-raters. The findings indicated nine themes that were classified into three categories: ( 1) Factors before memorizing al-Quran, (2) Factors during memorizing al-Quran, and (3) Factors after memorizing al-Quran. The research finding suggests the assistive technology that can be planned for further research development and testing.

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Hubungan Antara Motivasi dan Penerimaan Dengan Pencapaian Akademik Pelajar Dalam Pembelajaran Menggunakan M-Pembelajaran di Kolej Vokasional

Cited by 6 publications

References 5 publications

Social Environmental Support Influencing Motivation among Students

Social Environmental Support Influencing Motivation among Students

Ciri Khas Gaya Pembelajaran Elemen Persekitaran dan Elemen Fisiologi Murid Lemah untuk Belajar dan Memproses Maklumat Baru

Design Factors of Potential Assistive Technology for Memorizing Al-Quran Learning Experience Among Tahfiz Students

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