The Influence Of Study Motivation, Learning Activeness And Lecturer Performance On Learning Student Achievement Of The Faculty Of Economics, State University Of Jakarta

Tuzzakiyah, Afifah; Usman, Osly

doi:10.2139/ssrn.3767811

Cited by 1 publication

(1 citation statement)

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“…With high learning motivation, it will encourage students to be more active and diligent in learning. Active learning has the highest impact on student achievement (Tuzzakiyah & Usman, 2021).High learning motivation has a significant influence on increasing high school students' PE learning achievement. This improvement can be supported by implementing diverse and innovative teaching strategies, including cooperative learning models.…”

Section: Discussionmentioning

confidence: 99%

Achievement of Physical Education Learning Results Based on Gender Review and Learning Motivation on High School Students in the Yogyakarta Region, Indonesia

Martono,

Suherman,

Nugroho

et al. 2024

Retos

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This research aims to examine differences in Physical Education (PE) learning outcomes for high school students based on gender and learning motivation. The sample in this research was 84 high school students in Yogyakarta and was taken using a simple random sampling system. Data analysis used descriptive statistics and inferential factorial two-way anova. The mean score for male students in the low learning motivation category was 86.29 and female students in the low learning motivation category was 83.71. The mean score for male students in the moderate learning motivation category was 83.21 and female students in the moderate learning motivation category was 84.14. The mean score for male students in the high learning motivation category is 85.64 and female students in the high learning motivation category is 82.64. The results of the Anova test on the learning motivation factor variable value Sig. 0.42 < 0.05 means that there is a significant difference or influence between students' learning motivation (low, medium and high) on PE learning outcomes. In the gender factor variable, the Sig. value 0.001 < 0.05 means that there is a significant difference or influence between gender (male and female) on PE learning achievement. Next, on the variables of learning motivation and gender, the Sig. value 0.000 < 0.05 means that there is an influence or interaction between learning motivation factors and gender on students' PE learning outcomes. The conclusion is that PE design needs to take into account the specifics of gender and type of sport. This is so that male and female students have the right to exercise according to their portion in order to benefit from the PE program at school. Apart from that, it is also to provide maximum enjoyment and achievement for students in various games and sports activities in PE without any pressure. The conclusion is that motivational factors and gender significantly interact and influence students' PE learning outcomes. Therefore, it is important for teachers to consider these two factors in designing and implementing effective PE learning, paying special attention to the specific needs and conditions of each student based on their respective learning motivation and gender. Keywords: Achievement, Learning Results, Physical Education, Students, Gender, Learning Motivation

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Section: Discussionmentioning

confidence: 99%