Analysis Students’ Learning Motivation on the Implementation of Direct Instruction Learning Model

Hidayati, Lutfiah Nur; Utami, Restu Frida; Wiyarsi, Antuni; Ikhsan, Jazaul

doi:10.29303/jppipa.v8i5.2090

Cited by 2 publications

(2 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Conceptual understanding is influenced by psychological factors, one of which is learning motivation (Damayanti & Rufiana, 2017;Mirna et al, 2023) and students' self-efficacy (Destiniar et al, 2019;Jannah et al, 2022). Learning motivation affects students' science learning outcomes (Hidayati et al, 2022;Safitri et al, 2023). This is evident from students' behaviors that demonstrate high dedication to learning (Syamsinar et al, 2023), particularly in understanding concepts.…”

Section: Self-efficacy and Motivationmentioning

confidence: 99%

The Influence of Self-Efficacy and Learning Motivation of High School Students on the Understanding of the Concepts of Work and Energy

Fatonah,

Wicaksana

2023

Edu. Jur. Pend. Fis

View full text Add to dashboard Cite

This research is the first to investigate the relationship between students’ self-efficacy, learning motivation, and conceptual understanding of the concepts of work and energy. The research aims to explore how students’ beliefs and attitudes affect their comprehension and application of physics concepts in various contexts. This quantitative descriptive study has 106 respondents from Senior High School 7 and 16 in the Bungo Regency. Data collection was conducted using validated questionnaires, interviews, and diagnostic tests. The results show that the average self-efficacy at Senior High School 7 and Senior High School 16 in the Bungo Regency is categorized as “very good.” Student learning motivation at Senior High School 7 Bungo is classified as “fair,” while at Senior High School 16 Bungo, it is categorized as “good.” Students’ conceptual understanding at Senior High School 7 Bungo is classified as “fair,” while at Senior High School 16 Bungo, it is categorized as “good.” The research also reveals an influence between students’ self-efficacy and learning motivation on understanding the concepts of work and energy, with a contribution of 67%. The remaining 33% is influenced by other factors not examined in this study. The novelty of this research is that it introduces a new measure of conceptual understanding based on a diagnostic test that covers multiple aspects of work and energy, such as definition, calculation, conservation, and transformation. The research also provides empirical evidence of the positive impact of self-efficacy and motivation on conceptual understanding in physics learning.

show abstract

Section: Self-efficacy and Motivationmentioning

confidence: 99%

The Influence of Self-Efficacy and Learning Motivation of High School Students on the Understanding of the Concepts of Work and Energy

Fatonah,

Wicaksana

2023

Edu. Jur. Pend. Fis

View full text Add to dashboard Cite

show abstract

“…Learning motivation is closely related to achievement and learning outcomes (Hidayati et al, 2022;Palittin et al, 2019;Rahman, 2022;Sari & Paidi, 2023;Sirait, 2023;Tokan & Imakulata, 2019). Various ways have been done by educators to increase students' motivation to learn science, such as learning modifications and innovations, gamification (Rincón Flores et al, 2016), augmented reality based learning (Lai et al, 2018), interactive e-books (Sung et al, 2018), and many more.…”

Section: Introductionmentioning

confidence: 99%

Chemistry Motivation of High School Students in Indonesia: Grade Level and Gender Differences

Salsabila,

Suyanta,

Huda

2023

jppipa, pendidikan ipa, fisika, biologi, kimia

View full text Add to dashboard Cite

Chemistry motivation is one of the research topics that continues to grow today. This study aims to explore the chemistry learning motivation of high school students in Indonesia with a focus on differences based on gender and student grade. The research method used was a cross-sectional survey using an adapted questionnaire from the Chemistry Motivation Questionnaire II (CMQ II). The research sample consisted of 753 high school students from 9 schools in Yogyakarta and Bengkulu. The results of the validity and reliability analysis of the instrument showed that the CMQ II questionnaire used in this study was valid and reliable. The five dimensions of chemistry learning motivation measured through 25 question items are intrinsic motivation, self-efficacy, self-determination, career motivation, and grade motivation. The two-way ANOVA test was used to analyze significant differences in students' chemistry learning motivation based on gender and grade between populations. The results of quantitative data analysis also show that the interaction between gender and class has a significant difference with a significance level of 0.003, which means that there is a significant difference in students' chemistry motivation based on gender and class.

show abstract

Analysis Students’ Learning Motivation on the Implementation of Direct Instruction Learning Model

Cited by 2 publications

References 22 publications

The Influence of Self-Efficacy and Learning Motivation of High School Students on the Understanding of the Concepts of Work and Energy

The Influence of Self-Efficacy and Learning Motivation of High School Students on the Understanding of the Concepts of Work and Energy

Chemistry Motivation of High School Students in Indonesia: Grade Level and Gender Differences

Contact Info

Product

Resources

About