Correlation between Teacher’s PCK (Pedagogical Content Knowledge) and Student’s Motivation in Primary School in Indonesia

Maryani, Ika; Martaningsih, Sri Tutur

doi:10.11591/ijere.v4i1.4490

Cited by 14 publications

(14 citation statements)

References 6 publications

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“…Regarding the correlation between PCK and learning motivation, this study's results are in line with Maryani's (2015) research that studies correlation between Teacher's PCK Learning motivation as a mediator for the achievement of learning outcomes in this study shows a significant indirect effect of PCK on learning outcomes through learning motivation. This result is in line with Gumelar's research ( 2019), in which one of his research findings states that learning styles affect learning outcomes through learning motivation.…”

Section: Discussionsupporting

confidence: 90%

The Effect of Pedagogical Content Knowledge (Pck) Learning Management Toward Learning Outcomes Through Student Learning Motivation in Physics

Senjaya

Rakhmanudin

Dekawati

2021

Int. J. Educ. Manag. Innov.

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Research on physics learning management has not been done much, especially regarding PCK and learning outcomes. Many studies that investigate the relationship between variables use the regression method. However, this study using path analysis. The purpose of this study was to measure the direct effect, indirect effect, and total effect of PCK, learning motivation, and student physics learning outcomes using path analysis. The research method used in this research is a survey with a quantitative approach and data analysis techniques, namely path analysis. The data collection technique used a closed questionnaire. This study's sample was 43 teachers who gathered from 64 high school physics teachers in Indramayu Regency. The PCK learning management research results had no significant effect on student learning outcomes. Learning motivation had a positive effect, and learning motivation had a positive effect on student learning outcomes. The implication of this study that the principal and the education office should continue to strive to improve the quality and smoothness of the teaching and learning process by providing provision to teachers to improve pedagogical content knowledge (PCK) learning management by participating in workshops and continuously improving techniques to motivate students for results student learning better.

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Section: Discussionsupporting

confidence: 90%

The Effect of Pedagogical Content Knowledge (Pck) Learning Management Toward Learning Outcomes Through Student Learning Motivation in Physics

Senjaya

Rakhmanudin

Dekawati

2021

Int. J. Educ. Manag. Innov.

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“…The effects of teachers' training and development for pupil's success and pupil self-perception have been identified as well (Brady & Woolfson, 2008). In addition, students become more interested in learning so that their motivation will be getting higher (Maryani & Martaningsih, 2015).…”

Section: E Difficulties In Learning Basic Competency 15: Identifyinmentioning

confidence: 99%

Learning Difficulties of the 5th Grade Elementary School Students in Learning Human and Animal Body Organs

Maryani

Husna

Wangid

et al. 2018

JPII

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Natural Science is an elementary school subject that requires students to organize ideas and concepts about the natural world gained from experiences through a series of scientific processes such as investigating, composing, and presenting ideas. The high complexity causes many cases of learning difficulties. This study aims to diagnose the learning difficulties that occur on 5th-grade elementary school students. The research was conducted in Muhammadiyah Pakem Elementary School, Sleman, Yogyakarta Special Regency. The subjects were 29 of 5th-grade elementary students. Data collection techniques were interviews, tests, and documentation. Data analysis techniques were descriptive statistic as a quantitative analysis and interactive model as a qualitative analysis. The learning difficulties were diagnosed by describing the students who were identified having learning difficulties; localizing the difficulties; and determining the factors that cause learning difficulties. The results showed that the difficulties experienced by students were in basic competence 1.1-1.5 (human blood circulation organs). The average percentage of students' learning difficulties in Basic Competence 1.1 was 48%; Basic Competence 1.2 was 51.1%; Basic Competence 1.3 was 57.6%; Basic Competence. 1.4 is 64.7%; and Basic Competence 1.5 is 53.7%. The highest percentage of learning difficulties was in Basic Competence 1.4 (identifying human circulatory organs). It was caused by the students' low attention and motivation to learn natural science, the imprecise teaching methods, the parents' attention, and the negative influence of mass media.

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“…It means that students are encouraged and inspired to study continuously wherever and whenever they are. As the findings of the study conducted by Maryani and Martaningsih (2015), the teacher competence can influence the students' motivation in learning English in the classroom since there is strong positive correlation between teacher's pedagogical content knowledge with students' learning motivation. They added that the teacher who mastering learning material content will be able to adapt learning material to students' needs.…”

Section: Introductionmentioning

confidence: 94%

The Correlations Among Teachers’ Competences, Students’ Learning Motivation, and Students’ English Proficiency

2021

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Abstract. Teachers’ competences and students’ motivation have been long suspected to have influence on students’ English ability. Some studies have been conducted to investigate the relationship. However, some information is unobserved. This study intended to fill the gap in literature concerning the relationship among teacher’s competences, students’ learning motivation, and students’ English proficiency at Junior High Schools in OKUT. The samples of the study were 30 teachers and 918 students. The data were collected through documentation (teachers’ competence test result and students’ English proficiency test result) and questionnaire (students’ learning English motivation). The results showed that there was a significant correlation between the English teachers’ competence and the English proficiency of students showed by robtained = .363, (p=.49) which was higher than the rtable (.361). Then, there was a positive significant correlation between students’ motivation in learning English and their English proficiency achievement (r= .711, p = .000). Meanwhile, the correlation between teachers’ competence and students’ motivation in learning English also showed that there was a positive significant correlation between these variables ( r = .753, p = .000) . At last, the correlation was also found between the predictor variables (teachers’ competence and students’ learning English motivation) and criterion variable (students’ English proficiency) with correlation coefficient 0.758 significant at .01 level. The contributions given by predictor variables to criterion variable were also analyzed. The result of stepwise method showed that predictor variables contributed to 54.4% of the criterion variable. Keywords: teachers’ competences, students’ learning motivation, students’ English proficiency, correlation, contribution

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Correlation between Teacher’s PCK (Pedagogical Content Knowledge) and Student’s Motivation in Primary School in Indonesia

Cited by 14 publications

References 6 publications

The Effect of Pedagogical Content Knowledge (Pck) Learning Management Toward Learning Outcomes Through Student Learning Motivation in Physics

The Effect of Pedagogical Content Knowledge (Pck) Learning Management Toward Learning Outcomes Through Student Learning Motivation in Physics

Learning Difficulties of the 5th Grade Elementary School Students in Learning Human and Animal Body Organs

The Correlations Among Teachers’ Competences, Students’ Learning Motivation, and Students’ English Proficiency

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