The Correlation between Learning Motivation and Learning Outcomes on Mathematics Subjects in XII Science Class Senior High School 4 Bone

Nugraha, Dwi Yan; Nugraha, Dian Surya; Widyastuti, Widyastuti

doi:10.29333/aje.2021.6113a

Cited by 13 publications

(10 citation statements)

References 7 publications

(5 reference statements)

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“…It is known that 80.8% of respondents stated that the learning process carried out was not interactive and interesting which caused boredom. These results are in accordance with the research of Nugraha and Nugraha [19], that the factors that cause low student learning outcomes are the tendency for students to feel bored, lack of motivation and low interest in learning. In addition, 73.1% of respondents stated that the learning media used were too monotonous (package books and power points) and 42.3% of respondents thought that the way the teacher delivered the material was not interesting.…”

Section: Analysis Of Students' Problems and Needssupporting

confidence: 92%

Implementation of Problem-Based Learning Multimedia With Find and Sort Qr Code Games to Improve Student's Computational Thinking Skills

Al Husaeni,

Rahman,

Piantari

2023

kursor

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This study aims to evaluate the effectiveness of using and developing problem-based learning multimedia with find and sort QR code games to improve students' computational thinking (CT) skills in learning object-oriented programming using a web-based digital platform. The Research and Development (R&D) method and One-Group Pretest-Posttest design was used in this study. The subjects of this study were 35 students of SMK Negeri 1 Cimahi, Indonesia. There are three stages in conducting research 1) analysis of problems, 2) learning multimedia development, and 3) evaluation. The findings show there is an increase in students' CT skills after implementing the find and sort QR Code Game problem-based learning multimedia during the learning process. Student learning outcomes have increased from 45.71 (pretest) to 89.50 (posttest). The average increase in student learning outcomes occurred significantly based on the results of the t-test. In addition, the students' CT average score increased from 65.43 (pretest) to 85.29 (posttest). The order of increasing the CT component based on the n-gain value is 1) abstraction (0.66); 2) pattern recognition (0.63); 3) decomposition (0.48); and 4) algorithm design (0.39). Student responses to multimedia learning in this study were obtained very well with a score of 84.95%.

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Section: Analysis Of Students' Problems and Needssupporting

confidence: 92%

Implementation of Problem-Based Learning Multimedia With Find and Sort Qr Code Games to Improve Student's Computational Thinking Skills

Al Husaeni,

Rahman,

Piantari

2023

kursor

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“…In addition, the research results by Bahri and Corebima (2015) stated that learning motivation and metacognitive abilities affected students' cognitive learning outcomes. It is similar with the findings of Nugraha et al (2021), which explained that motivation was positively correlated with students' mathematics learning outcomes. It denotes that motivation plays a vital role in the learning process, and motivation is also crucial in the learning activity to encourage and facilitate student learning process in achieving the expected learning goals.…”

Section: B the Effect Of Learning Motivation On Mathematics Learning ...supporting

confidence: 90%

The Effect of Parental Attention and Learning Motivation on Learning Outcomes of Elementary School Students

Susiani

Amalia²,

Salimi³

et al. 2022

EJSOCIAL

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This research goals to find out the effect of parental attention on learning outcomes, learning motivation on learning outcomes, and parental attention and learning motivation on learning outcomes. This quantitative research used the correlation research method. The number of study samples was 260 students. The samples were taken by probability sampling technique with cluster random sampling type. Questionnaire and test techniques were employed in data collection. Meanwhile, SPSS version 25 was utilized to analyze the data. The output revealed that (1) there was an effect of parental attention on mathematics learning outcomes, with a t-count value of 8.228 ≥ t-table of 1.969, an r-count value of 0.485 > r-table of 0.121 and an effective contribution of 21.6%, (2) There was an effect of learning motivation on mathematics learning outcomes, with a t-count value of 3.715 ≥ t-table of 1.969, an r-count value of 0.288 > r-table of 0.121 and an effective contribution of 5.8%. In addition, (3) There was an effect of parental attention and learning motivation on mathematics learning outcomes, with an F-count value of 48.556 > F-table of 3.031, an r-count value of 0.524 > r-table of 0.121 and an effective contribution of 27.4%.

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“…To test the theoretical assumptions mentioned above, previous studies have reported that learning motivation is related to students' mathematics achievement (El-Adl & Alkharusi, 2020;Ning, 2020;Nugraha, Nugraha, & Widyastuti, 2021). It was also reported that tutoring is also related to student achievement.…”

Section: Introductionmentioning

confidence: 97%

The influence of tutoring and learning motivation on mathematics achievement of junior high school students

et al. 2022

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Many factors influence student academic achievement, including tutoring and learning motivation. This research aimed to describe the influence of tutoring and learning motivation on Year 8 students’ mathematics achievement in one of the junior high schools in Ruteng, Indonesia in the academic year of 2019/2020. This descriptive research with survey design involved 66 students. Data were collected by administering a student questionnaire consisting of 20 questions. The 5-point Likert scale questionnaire used in this research focused on two categories: tutoring and learning motivation. The final semester test scores were used as the data on students' achievement in learning mathematics. The results revealed that the two factors were positively related to students' mathematics achievement; both contributed to student achievement by 18.49%. These findings confirm that tutoring and students’ motivation from teachers or parents are essential because both mediate student achievement. These results provide meaningful knowledge about the importance of teachers or parents providing structured tutoring to support the mathematics achievement of junior high school students.

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The Correlation between Learning Motivation and Learning Outcomes on Mathematics Subjects in XII Science Class Senior High School 4 Bone

Cited by 13 publications

References 7 publications

Implementation of Problem-Based Learning Multimedia With Find and Sort Qr Code Games to Improve Student's Computational Thinking Skills

Implementation of Problem-Based Learning Multimedia With Find and Sort Qr Code Games to Improve Student's Computational Thinking Skills

The Effect of Parental Attention and Learning Motivation on Learning Outcomes of Elementary School Students

The influence of tutoring and learning motivation on mathematics achievement of junior high school students

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