Learning motivation and student achievement : description analysis and relationships both

Ari Riswanto, Sri Aryani

Abstract


Education is very important for humans, through the education throughout the world will increasingly flourish. However, if faced with the activities within the learning process, not a few men (students) who have less motivation in learning activities. This resulted in fewer maximal learning processes and in turn will affect student achievement. This study focuses to discuss matters relating to the motivation to learn and student achievement, with the aim of strengthening the importance of motivation in the learning process so that a clear relationship with student achievement. The method used is descriptive analysis and simple correlation to the 97 students taking the course introduction to Microeconomics and Indonesian. The conclusion from this research is the students have a good record if it has a well and motivated as well, and this study concludes their tie's difference between learning motivation and achievement of students on two different courses.


Keywords


Learning motivation, student achievement, descriptive and simple correlation analysis.

References


Al-Ani, W. T. (2013). Blended Learning Approach Using Moodle and Student’s Achievement at Sultan Qaboos University in Oman. Journal of Education & Learning, 2(3), 96–110. http://doi.org/10.5539/jel.v2n3p96

Aminah, I. S. S. ; Y. S. (2014). Pengaruh Lingkungan Keluarga, Lingkungan Sekolah, Disiplin Belajar dan Motivasi Belajar terhadap Prestasi Belajar Ekonomi Siswa SMA Kelas XI IPS SMA PGRI 1 Taman Pemalang. Economic Education Analysis Journal, 3(1), 46–51.

Arens, a. K., Morin, A. J. S., & Watermann, R. (2015). Relations between classroom disciplinary problems and student motivation: Achievement as a potential mediator? Learning and Instruction, 39, 184–193. http://doi.org/10.1016/j.learninstruc.2015.07.001

Bamiro, A. O. (2015). Effects of Guided Discovery and Think-Pair-Share Strategies on Secondary School Students’ Achievement in Chemistry. SAGE Open, 5(1), 1–7. http://doi.org/10.1177/2158244014564754

Daniko, P. (2012). Hubungan Antara Pemahaman Materi, Motivasi Belajar, Dan Prestasi Belajar Pada Siswa Kelas VIII SMP Taman Dewasa Ibu Pawiyatan Yogyakarta Tahun 2012. Universitas Ahmad Dahlan Yogyakarta.

Darling-Hammond, L. (2000). Teacher Quality and Student Achievement : A Review of State Policy Evidence Previous Research. Education, 8(1), 1–44. http://doi.org/10.1038/sj.clp

Djamarah, S. B. (2008). Psikologi Belajar (Kedua). Jakarta: Rineka Cipta.

Endang Sri Astuti, R. (2010). Bahan Dasar Untuk Pelayanan Konseling Pada Satuan Pendidikan Menengah (1st ed.). Jakarta: grasindo.

Firmender, J. M., Gavin, M. K., & McCoach, D. B. (2014). Examining the Relationship Between Teachers’ Instructional Practices and Students' Mathematics Achievement. Journal of Advanced Academics, 25(3), 214–236. http://doi.org/10.1177/1932202X14538032

Gietz, C., & McIntosh, K. (2014). Relations Between Student Perceptions of Their School Environment and Academic Achievement. Canadian Journal of School Psychology , 29 (3 ), 161–176. http://doi.org/10.1177/0829573514540415

Gottfried, M. (2012). Peer Effects in Urban Schools: Assessing the Impact of Classroom Composition on Student Achievement. Educational Policy, 28(5), 607–647. http://doi.org/10.1177/0895904812467082

Heck, R. H. (2007). Examining the Relationship Between Teacher Quality as an Organizational Property of Schools and Students’ Achievement and Growth Rates. Educational Administration Quarterly, 43(4), 399–432. http://doi.org/10.1177/0013161X07306452

Husein, U. (2011). Metode Penelitian Untuk Skripsi dan Tesis Bisnis (11th ed.). Jakarta: PT Raja Grafindo Persada.

Jennings, P. a, & Greenberg, M. T. (2009). The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes. Source: Review of Educational Research, 79(1), 491–525. http://doi.org/10.3102/0034654308325693

Joy, Hamilton, T., & Ekeke. (2013). Conceptual Framework Of Teachers’ Competence In Relation To Students’ Academic Achievement. International Journal of Networks and Systems, 2(3), 6.

Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional Competence of Teachers: Effects on Instructional Quality and Student Development. Journal of Educational Psychology, 105(3), 805–820. http://doi.org/10.1037/a0032583

Lee, J., Liu, X., Amo, L. C., & Wang, W. L. (2013). Multilevel Linkages Between State Standards, Teacher Standards, and Student Achievement: Testing External Versus Internal Standards-Based Education Models. Educational Policy, 28(6), 780–811. http://doi.org/10.1177/0895904813475708

Levpuscek, M. P., & Zupancic, M. (2008). Math Achievement in Early. Journal of Early Adolescence, XX(X), 1–30. http://doi.org/10.1177/0272431608324189

Linnenbrink, E.A., Pintrich, P. R. (2002). Motivation as an Enable for Academic Success. School Psychology Review, 31(3), 313 – 327.

McInerney, D. M., Cheng, R. W.-Y., Mok, M. M. C., & Lam, a K. H. (2012). Academic self-concept and learning strategies: Direction of effect on student academic achievement. Journal of Advanced Academics, 23(3), 249–269. http://doi.org/10.1177/1932202X12451020

Mudjiono, D. (2009). Belajar dan Pebelajaran. Jakarta: Rineka Cipta.

Muzenda, A. (2013). Lecturer s ’ Competences and Students ’ Academic Performance. International Journal of Humanities and Social Science, 3(1), 6–13.

Nemeth, J., & Long, J. G. (2012). Assessing Learning Outcomes in U.S. Planning Studio Courses. Journal of Planning Education and Research, 32(4), 476–490. http://doi.org/10.1177/0739456X12453740

Omar, S., Jain, J., & Noordin, F. (2013). Motivation in Learning and Happiness among the Low Science Achievers of a Polytechnic Institution: An Exploratory Study. Procedia - Social and Behavioral Sciences, 90(InCULT 2012), 702–711. http://doi.org/10.1016/j.sbspro.2013.07.143

Ottmar, E. R., Rimm-Kaufman, S. E., Larsen, R. a., & Berry, R. Q. (2015). Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the Responsive Classroom Approach. American Educational Research Journal, 52(4), 787–821. http://doi.org/10.3102/0002831215579484

Porter, T. S., Riley, T. M., & Ruffer, R. L. (2004). A Review of the Use of Simulations in Teaching Economics. Social Science Computer Review, 22(4), 426–443. http://doi.org/10.1177/0894439304268464

Shatzer, R. H., Caldarella, P., Hallam, P. R., & Brown, B. L. (2013). Comparing the effects of instructional and transformational leadership on student achievement: Implications for practice. Educational Management Administration & Leadership, 42(4), 445–459. http://doi.org/10.1177/1741143213502192

Siska Eko Mawarsih, D. (2013). Pengaruh Perhatian Orang Tua dan Motivasi Belajar terhadap Presatsi Belajar Siswa SMA Negeri Jumapolo. JUPE UNS, 1(3), 1–13.

Sugiyono. (2015). Metode Penelitian Pendidikan (Pendekatan Kuantitatif, Kualitatif dan R&D). Bandung: Alfabeta.

Swanson, J., Valiente, C., Lemery-Chalfant, K., & Caitlin O’Brien, T. (2011). Predicting Early Adolescents’ Academic Achievement, Social Competence, and Physical Health From Parenting, Ego Resilience, and Engagement Coping. The Journal of Early Adolescence, 31(4), 548–576. http://doi.org/10.1177/0272431610366249

Syaiful, S. (2012). Kemampuan Professional Guru Dan Tenaga Kependidikan. Bandung: Alfabeta.

Tirtarahardja, U dan La Sulo, S. L. (2012). Pengantar Pendidikan. Jakarta: Rineka Cipta.

Uma, S. (2006). Metodologi Penelitian untuk Bisnis (4th ed.). Jakarta: Salemba Empat.

Wayne, A. J., & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73(1), 89–122. http://doi.org/10.3102/00346543073001089.


Full Text: PDF

DOI: 10.23916/002017026010

Refbacks

  • There are currently no refbacks.