Motivasi Belajar Pada Mahasiswa

Mendari, Anastasia Sri; Kewal, Suramaya Suci

doi:10.21831/jpai.v13i2.10304

Cited by 31 publications

(31 citation statements)

References 2 publications

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“…There is no significant difference between male student learning motivation and female student learning motivation because both male and female visually impaired students can receive the same way of teaching from the same teacher. The result follows the research conducted by Mendari and Kewal (2015), which concluded that there was no difference in learning motivation by gender. Tabel 5 The results of differences in learning motivation scores based on school level Based on the results of the Table 5, Sig.…”

Section: A Differences In Learning Motivation Scores By Gendersupporting

confidence: 85%

Learning Motivation of Visually Impaired Student During Pandemic Covid-19

Solihat

Yusuf

Subagya

2021

IJMMU

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The Covid-19 pandemic has changed the special education system. This study aims to (1) determine the differences in the learning motivation of visually impaired students during the pandemic based on gender; (2) knowing the differences in the learning motivation of visually impaired students during the pandemic based on the SMPLB/SMALB level; and (3) knowing the differences in the learning motivation of visually impaired students during the pandemic based on the ownership of facilities and infrastructure. This research is a type of quantitative descriptive research.The sampling uses the Purposive Sampling Technique, and the subjects in this study were 30 visually impaired students at the SMPLB and SMALB levels at SLB A National Level Trustees who were carrying out learning. The data collection technique is using a learning motivation scale (rxx = 0.809). The data analysis technique was using the independent sample t-test with the help of SPSS. The researchers analyzed learning motivation based on gender, SMPLB/SMALB level, and ownership of facilities and infrastructure. The results of this study indicate that: (1) there is no significant difference in the learning motivation of visually impaired students during the pandemic based on gender; (2) there is no significant difference in the learning motivation of visually impaired students during the pandemic based on the SMPLB/SMALB level; and (3) there is a significant difference in the learning motivation of visually impaired students during the pandemic based on ownership of facilities and infrastructure.

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Section: A Differences In Learning Motivation Scores By Gendersupporting

confidence: 85%

Learning Motivation of Visually Impaired Student During Pandemic Covid-19

Solihat

Yusuf

Subagya

2021

IJMMU

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“…According to Mendari, A. S., & Kewal, S. S. (2015) In learning motivation, there were 3 components, namely: (a) control belief component (b) Self-efficacy component refers to the intrinsic value components the drive to do something requires an intrinsic drive, which comes from within the individual. This encouragement was in the form of feeling happy with the lecture material, pleasant classroom atmosphere, and challenging assignments given by the lecturer so that they could improve their abilities; (c) Anxiety component is the anxiety level of an individual.…”

Section: B Review Of Literature Motivationmentioning

confidence: 99%

Increasing Students’ Motivation on Learning Writing Skills Through Inquiry Approach

Hamsina¹

2020

ETERNAL

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This present study investigated students’ motivation for learning writing skills through an inquiry approach. The research methodology that was used the type of descriptive research using correlational, where the researchers wanted to know the motivation of students as well as see differences in student motivation in learning writing skills through an inquiry approach. This study used purposive sampling and the respondents were the tenth-grade students of MAN 3 Makassar consist of two classes. They are the 10th Science grade that used the inquiry approach and the 10th Social grade with a non-inquiry approach consists of 30 students in each class. Collecting data in this study used a close question by using the MSLQ. Then to analyze the data, the present researcher used a paired samples t-test by using SPSS 22 for windows. Based on the data analysis, the present researcher found that the mean score of and the 10th Science grade for three motivation scales namely: control belief (5.76), self-efficacy (5.68), and anxiety (5.46) and the 10th Social grade got control belief (5.18), self-efficacy (5.14), and anxiety (4.99). The interpretation scale of the three motivation scales of the 10th Science grade obtained a mean score higher than the 10th Social grade. The t-scores of the three scales, two of them of control belief scale and self-efficacy scale were a significant difference at 0.05 level and the anxiety scale was not a significant difference. The present researcher states that the inquiry learning approach could increase students’ motivation for learning writing skills for the tenth grade of MAN. Based on the results of this study, researchers currently expect that English teachers could use the inquiry learning approach to teach English writing skills.

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“…Manusia memerlukan dorongan, arahan, gerakkan agar dapat dikendalikan untuk mencapai tujuan yang diinginkan (Anas, 2014). (Mendari & Kewal, 2016) menyeburkan bahwa dunia pendidikan maupun dunia kerja tentu membutuhkan pengetahuan tentang manajemen agar suatu kegiatan memiliki target dan tujuan dengan menggunakan perencanaan, pengarahan serta pengorganisasian dalam mencapai tujuan tersebut. Menjadi penting hukumnya untuk setiap mahasiswa agar bisa mengelola manajemen waktu (time management), karena manusia bukanlah mesin yang dapat melakukan pekerjaan secara bersamaan (multi tasking).…”

Section: Pendahuluanunclassified

Manajemen Dosen Penasehat Akademik dalam Meningkatkan Motivasi Kuliah Mahasiswa

et al. 2019

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This study aims to determine the management of academic advisors lecturers in increasing the motivation of college students MPI STAIN Curup. The research method in this study uses qualitative research methods. The results of the study show that management carried out by academic advisor lecturers in increasing student motivation for STAIN Curup Islamic Education Management students is by making planning (lecturers and students jointly make student study plans), organizing (division of balanced academic advisor lecturers), actuating (Academic advisors are more active in carrying out their duties), and controlling (Academic advisors supervise students). Conclusion, Supporting factors for academic advisors in increasing MPI student motivation are divided into two, namely encouragement from within (desire, individual traits, awareness, past experience) and encouragement from outside (praise and prizes, rules / regulations, coercion, coercion, role model, knowing the results, competition / competition), while the inhibiting factors are time management, space, busyness, parents, and students. Keywords: Management, Motivation, Academic Advisor Lecturers.

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Motivasi Belajar Pada Mahasiswa

Cited by 31 publications

References 2 publications

Learning Motivation of Visually Impaired Student During Pandemic Covid-19

Learning Motivation of Visually Impaired Student During Pandemic Covid-19

Increasing Students’ Motivation on Learning Writing Skills Through Inquiry Approach

Manajemen Dosen Penasehat Akademik dalam Meningkatkan Motivasi Kuliah Mahasiswa

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