Motivasi Belajar dan Prestasi Belajar Fisika  Ditinjau dari Jenis Kelamin

Harso, Aloisius; Merdja, Juwita

doi:10.31539/spej.v3i1.991

Cited by 11 publications

(13 citation statements)

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“…Development (development) is the final stage carried out in this study [28]- [30]. This stage includes: (1) media and material validation by the validator.…”

Section: Results Of the Development Stage (Development)mentioning

confidence: 99%

Explicit Instruction Based E-Module Development on Momentum and Impulsive Material

2023

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Purpose of study: Aims to determine product development procedures and test product validity so that it meets eligibility as teaching materials. Methodology: The research procedure is carried out through the steps of developing a 4-D model, namely define, design, development, and disperse using a descriptive method. This study uses a 4-D development model and is limited to the development stage (develop). Main Findings: The results of this study indicate that the media and material expert validator stated that the electronic module based on explicit learning on momentum and impulse material had a very good proportion of 90%, so that it was declared feasible and as many as 88.67% of students were interested in learning to use the electronic module. This shows that the electronic module based on explicit learning on momentum and impulse material is very good and feasible to be used as a physics teaching material in class XI in Senior high school. Novelty/Originality of this study: The latest in this research is the basis used. Because this research is based on explicit instructions that have never been done by previous research.

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“…Development (development) is the final stage carried out in this study [28]- [30]. This stage includes: (1) media and material validation by the validator.…”

Section: Results Of the Development Stage (Development)mentioning

confidence: 99%

Explicit Instruction Based E-Module Development on Momentum and Impulsive Material

2023

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“…Ayu et al, (2018) stated the same thing: there are differences in learning outcomes between men and women that are influenced by learning motivation. Harso and Merdja (2019) state that one of the factors suspected of causing women's learning motivation to be higher than men's is an authentic assessment system that is comprehensive and objective. This assessment system helps students who were previously unable to understand the material be motivated to take part in learning.…”

Section: Figure 4 Data Description Of Motivationmentioning

confidence: 99%

“…According to Harso and Merdja (2019), female students are more motivated than their counterparts. Taasoobshirazi et al (2019) propose that motivation in male and female students have no effect on achievement, but female students have higher self-efficacy than male students.…”

Section:  Introductionmentioning

confidence: 99%

The Effect of Self Regulated Learning, Self Efficacy and Learning Motivation on Economic Learning Achievement with Gender as Moderating Variable

Noviani

Istiqomah

Wibowo

et al. 2023

JPP

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The Effect of Self Regulated Learning, Self Efficacy and Learning Motivation on Economic Learning Achievement with Gender as Moderating Variable. Objective: This study analyzes whether gender moderates the effect of self-regulated learning, self-efficacy, and learning motivation on economic achievement. Methods: This research is a quantitative research with a correlational. The population in this study was students of Social Studies XI in Boyolali, as many as 1,284 students. This research uses cluster random sampling. The number of samples is 308 students. Data collection techniques using a questionnaire. Data analysis technique uses moderated regression analysis (MRA). Findings: The self-regulated learning variable obtained a t-count: 1.385 <1.656 with a sig. 0.167 > 0.05, self-efficacy variable, t-count: 1.929 > 1.656 with a sig. 0.055 > 0.05. The learning motivation variable obtained a t-count: 2.122 > 1.656 with a sig. 0.035 <0.05. Conclusion: There is no difference in self-regulated learning between male and female students. Gender has a positive but not significant effect on self-efficacy. Gender has a positive and significant influence on learning motivation.

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“…Sedangkan kategori motivasi belajar online untuk mahasiswa laki-laki paling banyak yaitu 56% berada pada kategori sedang. Hasil ini didukung oleh penelitian (Harso & Merdja, 2019;Santana, Dewi, & Budiarto, 2017) bahwa motivasi belajar perempuan lebih tinggi daripada motivasi belajar laki-laki. Akmalia dan Ulfah (2021) menjelaskan tingginya motivasi yang diperoleh dapat disebabkan berbagai faktor yang berasal dari dalam diri individu ataupun dari lingkungan luar.…”

Section: Pembahasanunclassified

Motivasi Belajar Online Matematika Mahasiswa Berdasarkan Gender

Nur,

Aprilyanti

2022

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This study aims to describe students' motivation to learn mathematics based on gender during online learning. The type of research used is descriptive quantitative, involving students of mathematics education study program through filling out a questionnaire instrument for learning mathematics. The data obtained were analyzed using descriptive statistics, then the research results obtained include: the mathematics learning motivation of female and male students is in the medium category. However, when viewed from every aspect of motivation to learn mathematics, female students have higher motivation than male students during online learning. So it is recommended that mathematics learning pays attention to collaboration based on gender.Penelitian ini bertujuan untuk mendeskripsikan motivasi belajar matematika mahasiswa berdasarkan gender selama pembelajaran online. Jenis penelitian yang digunakan yaitu kuantitatif deskriptif, dengan melibatkan mahasiswa prodi pendidikan matematika melalui pengisian instrumen angket motivasi belajar matematika. Data yang diperoleh dianalisis menggunakan statistik deskriptif, kemudian diperoleh hasil penelitian antara lain: motivasi belajar matematika mahasiswa perempuan dan laki-laki berada pada kategori sedang. Tetapi, jika ditinjau dari setiap aspek motivasi belajar matematika, mahasiswa perempuan memiliki motivasi yang lebih tinggi dibandingkan dengan mahasiswa laki-laki selama pembelajaran online. Sehingga direkomendasikan pembelajaran matematika yang memperhatikan kolaborasi berdasarkan gender.

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Motivasi Belajar dan Prestasi Belajar Fisika Ditinjau dari Jenis Kelamin

Cited by 11 publications

References 0 publications

Explicit Instruction Based E-Module Development on Momentum and Impulsive Material

Explicit Instruction Based E-Module Development on Momentum and Impulsive Material

The Effect of Self Regulated Learning, Self Efficacy and Learning Motivation on Economic Learning Achievement with Gender as Moderating Variable

Motivasi Belajar Online Matematika Mahasiswa Berdasarkan Gender

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