Perbedaan Motivasi Belajar, Mutu Keterampilan Belajar, dan Self Regulated Learning Siswa Kelas Diklat dan Siswa Kelas Reguler

Abstract

This research was conducted as there was a difference between learning achievement of the students in regular class and in training class. Learning motivation, learning skill quality and self regulated learning are factors assumed to affect the students’ learning achievement. This research was intended to: (1) reveal the difference between learning motivation of the students in regular class and in training class, (2) the difference between learning skill quality of the students in regular class and in training class, and (3) self regulated learning of the students in regular class and in training class.This research applied descriptive comparative method. The population of the research was 312 students in class XI of SMA N 5 Padang. By using purposive sampling technique and simple random sampling technique, 65 students were chosen as the sample. The instrument of the research were learning motivation questionnaire (the reliability was 0.950), self regulated learning questionnaire (the reliability was 0.817), and AUM PTSDL Format SLTA (the reliability was 0.76). The data gathered then were analyzed by using Multivariate Analysis of Variance (MANOVA).The research findings indicated that: (1) learning motivation of the students both in training class and in regular class at SMA N 5 Padang was in high category, (2) in which significant difference learning motivation of the students in regular class was higher than that of students in training class, (3) the quality of students' learning skills training classes as very bad and regular classroom students classified as not good at SMA N 5 Padang, (4) there was a significant difference between learning skill quality of the students in regular class and in training class in which learning skill quality of the regular class was higher than that of the students in training class, and (5) students self regulated learning training class and regular class in high at SMA N 5 Padang is category good, (6) there were no significant differences in which self regulated learning training class students together with students regular class, (7) there are significant differences between the motivation to learn, the quality of learning skills, and self regulated learning training class students and students' regular classroom.

Students' motivation to attend group guidance based on gender and ethnic

“…These findings provide recent evidence about the motivation of prospective group members before they follow group guidance. So far, there have been many comparative descriptive and descriptive studies based on gender differences or other aspects that measure student motivation towards learning activities (E.g Edli & Mudjiran, 2015;Hidayat, Nirwana, & Syahniar, 2016) or motivation of students towards certain fields of study or learning activities (E.g, Tasiwan, Nugroho, & Hartono, 2014). Unfortunately, very few research publications have been found about students' motivation to follow group guidance that measures conditions before activities.…”

Sistem Kasir Dan Pembukuan Stok Toko Barang Listrik

“…Secara sederhana, sebuah halaman web dibuat dengan menuliskan perintah-perintah HTML menggunakan perangkat lunak pengolah kata dan menyimpannya dalam format ASCII standar. [8] 2. 6…”

Efektifitas Layanan Bimbingan Kelompok Dalam Peningkatan Self Regulated Learning Siswa Pengguna Game Online

“…Self regulated learning menurut Winne (Santrock, 2008) adalah kemampuan untuk memunculkan dan memonitor sendiri pikiran, perasaan, dan perilaku untuk mencapai suatu tujuan. Senada dengan itu Hidayat, H., Nirwana, H., & Syahniar, S. (2016) menyatakan self regulated learning adalah proses aktif dan konstributif siswa dalam menetapkan tujuan untuk proses belajarnya dan usaha untuk memonitor, mengatur dan mengontrol kognisi, motivasi dan perilaku, yang kemudian semuanya diarahkan dan didorong oleh tujuan dan mengutamakan konteks lingkungan. Selanjutnya Yulianti, P., Sano, A., & Ifdil, I.…”