Minat Belajar Sebagai Determinan Hasil Belajar Siswa

Nurhasanah, Siti; Sobandi, Ade

doi:10.17509/jpm.v1i1.3264

Cited by 284 publications

(285 citation statements)

References 14 publications

(21 reference statements)

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“…Hasil uji korelasi antara minat belajar biologi siswa dengan hasil belajar biologi siswa diperlihatkan pada Tabel 3. Hasil penelitian ini tidak sesuai dengan penelitian sebelumnya yang dilakukan oleh Nurhasanah, et. al., (2016) yang menunjukkan bahwa minat belajar menjadi salah satu determinan hasil belajar siswa.…”

Section: ) Hasil Uji Korelasi Minat Dengan Hasil Belajar Biologi Siswaunclassified

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Korelasi Persepsi Dan Minat Dengan Hasil Belajar Siswa Kelas 10 Lintas Minat Biologi Sman 1 Ambarawa

Pratama

Iswari²,

Ngabekti³

2018

phen

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Biology is one of the cross-interest subject that much demanded by high school students who take a specialization group of Social and Language studies, but the study result of biology is relatively low. This research aims to determine the correlation between: (1) perception with study result of biology;(2) interest with study result of biology; and (3) perception and interest with study result of biology together. The research was conducted at SMAN 1 Ambarawa, population and sample are all 10th grade students of Cross-Interest Biology Class in the academic year 2016/2017. The research used non experimental quantitative design with correlational analysis. The data collected in the form of data of student's perception, interest, and study result of biology. Data of perception and interest obtained by instrument of psychological scale with likert model, whereas data of study result obtained from the student value of final exam in the odd semester. The research results showed that:(1) the value of rx1y=0,213 (low category) with the value of Sig. 0,014 < 0,05 at significance level of 5%; (2) the value of rx2y=0,159 (very low category) with the value of Sig. 0,070 > 0,05 at significance level of 5%; and the value of R=0,216 (low category) with the value of Sig. 0,048 < 0,05 at significance level of 5%. Based on the research can be concluded that: (1) there is low positive correlation between perception with study result of biology; (2) there is no correlation between interest with study result of biology; and (3) there is low positive correlation between perception and interest with study result of biology together for 10th grade students of Cross-Interest Biology Class at SMAN 1 Ambarawa. AbstrakBiologi adalah salah satu mata pelajaran lintas minat yang banyak dituntut oleh siswa SMA yang mengambil kelompok spesialisasi IPS dan Bahasa, tetapi hasil studi biologi relatif rendah. Penelitian ini bertujuan untuk mengetahui hubungan antara: (1) persepsi dengan hasil belajar biologi; (2) minat dengan hasil studi biologi; dan (3) persepsi dan minat dengan hasil studi biologi bersama. Penelitian ini dilakukan di SMAN 1 Ambarawa, populasi dan sampel adalah semua siswa kelas 10 dari Kelas Biologi Cross-Interest pada tahun akademik 2016/2017. Penelitian ini menggunakan desain kuantitatif non eksperimental dengan analisis korelasional. Data dikumpulkan dalam bentuk data persepsi siswa, minat, dan hasil belajar biologi. Data persepsi dan minat diperoleh dengan instrumen skala psikologi dengan model likert, sedangkan data hasil belajar diperoleh dari nilai siswa ujian akhir pada semester ganjil. Hasil penelitian menunjukkan bahwa: (1) nilai rx1y = 0,213 (kategori rendah) dengan nilai Sig. 0,014 <0,05 pada taraf signifikansi 5%; (2) nilai rx2y = 0,159 (kategori sangat rendah) dengan nilai Sig. 0,070> 0,05 pada taraf signifikansi 5%; dan nilai R = 0,216 (kategori rendah) dengan nilai Sig. 0,048 <0,05 pada taraf signifikansi 5%. Berdasarkan hasil penelitian dapat disimpulkan bahwa: (1) ada korelasi positif yang rendah antara persepsi ...

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Section: ) Hasil Uji Korelasi Minat Dengan Hasil Belajar Biologi Siswaunclassified

“…Beberapa penelitian membuktikan bahwa minat belajar siswa memiliki pengaruh terhadap hasil belajar siswa. Semakin tinggi minat belajar siswa akan semakin tinggi pula hasil belajarnya, begitupun sebaliknya (Nurhasanah, et. al.…”

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Korelasi Persepsi Dan Minat Dengan Hasil Belajar Siswa Kelas 10 Lintas Minat Biologi Sman 1 Ambarawa

Pratama

Iswari²,

Ngabekti³

2018

phen

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“…The interest and attention following the learning process must arise based on the high awareness of students for learning. Furthermore, the teacher is expected to provide motivation and guidance for students so that they have a stronger desire for learning, and their attention to learning will get better (Nurhasanah & Sobandi, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Android Application as a Student Aid Tool in Understanding Physics Project Assignments

Safitri

Pasaribu

Simamora

et al. 2019

JPII

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Indonesian students are addicted to using gadgets, which unfortunately brings negative impacts. Using the gadget for a long duration will undoubtedly affect the quality of students if it is not directed to appropriate and beneficial use. After school, students are preoccupied with their gadgets so that they waste a lot of their time to play games and leave their homework undone. As a result, their interest in doing science assignments are meager. Gadget addiction and the low level of learning interest in carrying out tasks are the new problems in education. Therefore, efforts need to be made to overcome them. This study aims to determine the effectiveness of android application as student aid tools in understanding the task of Physics. The subjects of this research were all VIII graders of SMP Islam Terpadu Arrozaq Rantauprapat. The type of this research is quantitative with a pre-experimental design (one-shot case study). This study directed the students to utilize their gadgets in completing the task of physics. The instruments used in this research were the video-checking rubric and the effectiveness questionnaire. This research has been carried out for three months, and video-checking was carried out at the end of each month after the project assignments were collected. The results of data analysis in this study indicated that the utilization of an android application as a tool of students is considered sufficient. The students become more enthusiastic about working on assignments and accessing the internet through gadgets on positive uses.

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“…Perubahan tersebut tercermin dari pola-pola perbuatan yang dilakukan, nilai-nilai yang dianut, pengertian-pengertian yang tertanam dalam pikiran, sikap terhadap lingkungan sekitar, apresiasi atau respon terhadap suatu rangsangan, dan keterampilan yang dimiliki oleh siswa. Lindgren menyatakan hasil belajar siswa meliputi kecakapan, infromasi, pengertian, dan sikap [5].…”

Section: E Hasil Belajarunclassified

Pengaruh media Augmented Reality tata cara penulisan huruf jepang (Hiragana dan Katakana) Pada Mata Pelajaran Bahasa Jepang Terhadap Hasil Belajar Siswa

Julianti¹,

Putrama²,

Undiksha³

2018

KARMAPATI

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Penelitian bertujuan untuk mengetahui (1) pengaruh hasil belajar dalam penggunaan media kartu interaktif dengan Augmented Reality tata cara penulisan huruf Hiragana dan Katakan pada mata pelajaran Bahasa Jepang siswa kelas X jurusan Ilmu Budaya dan Bahasa (IBB), (2) Mengetahui respon siswa setelah menggunakan media kartu interaktif interaktif tata cara penulisan huruf Hiragana dan Katakana berbasis Augmented Reality pada mata pelajaran Bahasa Jepang. Jenis penelitian ini adalah eksperimen semu (Quasi Eksperimen) dengan desain penelitian adalah Post Test Only Group. Populasi penelitian ini mencakup semua kelas X Jurusan Bahasa di SMA Negeri 1 Sawan Tahun Pelajaran 2017/2018. Penentuan sampel yang digunakan Simple Random Sampling dengan hasil yaitu kels X IBB 1 sebagi kelas kontrol dengan jumlah siswa 35 orang dan X IBB 3 sebagai kelas eksperimen dengan jumlah siswa 32 orang. Metode pengumpulan data yang digunakan yaitu metode tes untuk mengukur hasil belajar kemudian dianalisis dengan meliputi uji normalitas dan uji homogenitas dilanjutkan dengan menghitung uji hipotesis. Penggunaan metode kuesioner untuk mencari respon siswa. Hasil penelitian menunjukkan bahwa (1) terdapat hasil belajar yang lebih tinggi antara siswa yang belajar menggunakan media Augmented Reality tata cara penulisan huruf jepang (Hiragana dan Katakana) pada mata pelajaran bahasa jepang siswa kelas X jursan Bahasa SMA Negeri 1 Sawan. Hasil analisis uji-t memperoleh thitung sebesar 6,829 dan ttabel sebesar 1,6686 untuk dk sebesar 65 dengan taraf signifikan 5%. Berdasarkan kriteria pengujian diperoleh thitung> ttabel, ini berarti H1 diterima artinya terdapat pengaruh hasil belajar yang lebih tinggi antara siswa yang belajar menggunakan media kartu interaktif belajar tata cara penulisan huruf jepang (Hiragana dan Katakana) dibandingkan dengan media pembelajaran secara konvesional. (2) respon siswa dari penerapan Augmented Reality tata cara penulisan huruf jepang (Hiragana dan Katakana) adalah sangat positif dilihat dari rata – rata skor hasil angket respon siswa yaitu 85,19.Kata Kunci : Media kartu interaktif, Augmented Reality, respon siswa. This study aimed to investigate (1) whether there was significant difference on the use of interactive card with augmented reality on the steps of writing Hiragana and Katakana on students’ learning achievement on Japanese subject at tenth grade language and culture students (IBB), (2) to know students’ response on the use of interactive card of the steps of writing Hiragana and Katakana with augmented reality base on Japanese subject.This study was quasi experimental with post-test only control group design. The population of this study was tenth grade languagestudents of SMA Negeri 1 Sawan on academic year 2017/2018. The sampling technique of this study was simple random sampling technique with X IBB 1 was the control group with 35 students, and X IBB 3 was the experimental group with 32 students. The method of data collection was test to measure the students’ learning achievement, then normality, homogeneity, and hypothesis test was conducted. Questionnaire was also conducted to know students’ response toward the use of the interactive card. The result of the study showed that (1) there was significant difference on students’ learning achievement between students who were taught by using augmented reality media of the steps of writing Hiragana and Katakanaon Japanese subject of the tenth grade language students of SMA Negeri 1 Sawan. The result of t-test analysis was 6.829 and t-table was 1.6686 with dk 65 on the significant of 5%. Based on the testing criteria, it was found that t-count > t-table. It means that H1 accepted means that there is a higher influence of learning outcomes between students who learn to use interactive card media to learn Japanese letter writing procedures (Hiragana and Katakana) with conventional learning media (2) the students’ response with the use of augmented reality of the steps of writing Hiragana and Katakanawas positive based on the average score of the questionnaire with 85.19.keyword : interactive card media, augmented reality, students’ response

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Minat Belajar Sebagai Determinan Hasil Belajar Siswa

Cited by 284 publications

References 14 publications

Korelasi Persepsi Dan Minat Dengan Hasil Belajar Siswa Kelas 10 Lintas Minat Biologi Sman 1 Ambarawa

Korelasi Persepsi Dan Minat Dengan Hasil Belajar Siswa Kelas 10 Lintas Minat Biologi Sman 1 Ambarawa

The Effectiveness of Android Application as a Student Aid Tool in Understanding Physics Project Assignments

Pengaruh media Augmented Reality tata cara penulisan huruf jepang (Hiragana dan Katakana) Pada Mata Pelajaran Bahasa Jepang Terhadap Hasil Belajar Siswa

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