Pengembangan Instrumen Motivasi Belajar Fisika: Angket

Sudibyo, Elok; Jatmiko, Budi; Widodo, Wahono

doi:10.26740/jppipa.v1n1.p13-21

Cited by 24 publications

(29 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The attitude questionnaire on mathematical physics was adopted from [15] with the Cronbach alpha value of 0.93 with 61 valid statements and seven indicators. Then for a motivational questionnaire adapted from [25], 23 valid statements and Cronbach's alpha values of 0.86. In this study, researchers used six process skill indicators.…”

Section: Methodsmentioning

confidence: 99%

Students’ attitude and motivation in mathematical physics

Jufrida

Kurniawan

Astalini

et al. 2019

IJERE

View full text Add to dashboard Cite

<span>Attitude is one aspect that needs to be considered both for learning activities or learning objects. This study aims to determine the attitudes and motivations of students in mathematics physics subjects. The sample used was 100 students who had studied the Mathematics Physics course. This study employed quantitative research methods with correlational research design. Respondent was gathered by purposive sampling method. The research instruments used were attitude questionnaires in mathematical physics and motivational questionnaires. The study found that there is a significant relationship between attitudes and motivation of students in mathematics physics learning.</span>

show abstract

Section: Methodsmentioning

confidence: 99%

Students’ attitude and motivation in mathematical physics

Jufrida

Kurniawan

Astalini

et al. 2019

IJERE

View full text Add to dashboard Cite

show abstract

“…Instrumen Penelitian (Sugiyono, 2016) menyatakan bahwa pada dasarnya penelitian merupakan kegiatan pengukuran terhadap fenomena sosial maupun alam, maka dalam penelitian diperlukan alat yang digunakan untuk mengukur fenomena yang diamati tersebut yang dalam hal ini disebut dengan instrumen penelitian. Instrumen yang digunakan dalam penelitian ini adalah instrumen penilaian motivasi belajar yang merupakan hasil pengembangan yang telah dilakukan oleh (Sudibyo et al, 2016) ). Instrument ini telah divalidasi oleh tiga orang validator dengan nilai rata-rata 4,52 dari nilai maksimal 5 dan termasuk dalam kategori sangat baik dan hasil uji reliabilitasnya dengan nilai koefisien korelasi sebesar 0,948 sehingga memiliki sifat reliabel yang sangat tinggi untuk digunakan.…”

Section: Subyek Penelitianunclassified

Pengaruh Penerapan Blended Learning pada Materi Hukum Newton Tentang Gerak Terhadap Motivasi Belajar dan Kemampuan Pemecahan Masalah

Anggraini

Suana

Sesunan

2020

TBW

View full text Add to dashboard Cite

Penelitian ini dilakukan untuk mengetahui pengaruh penerapan blended learning berbantuan WhatsApp melalui model inkuiri terbimbing pada materi Hukum Newton tentang Gerak terhadap motivasi belajar dan kemampuan pemecahan masalah siswa. Penelitian jenis eksperimen ini menggunakan quasi experimental design dengan bentuk the non-equivalent control group design. Penelitian dilakukan di SMAN 1 Kotaagung pada semester genap tahun ajaran 2018/2019 dengan melibatkan 64 siswa, 31 siswa sebagai kelas eksperimen dan 33 siswa sebagai kelas kontrol. Data motivasi dan pemecahan masalah yang diperoleh dalam penelitian ini dinyatakan dalam bentuk n-gain. Data tersebut kemudian dianalisis dengan menggunakan independent sampel t-test. Hasil analisis data menunjukkan bahwa penerapan blended learning berbantuan Whatsapp pada materi Hukum Newton tentang Gerak berpengaruh secara signifikan terhadap peningkatan motivasi belajar dan kemampuan pemecahan masalah siswa.

show abstract

“…In this study, the study used two questionnaire instruments where, in the attitude questionnaire adopted from the Rio Darmawangsa (2018) study which had 54 valid statements with 7 indicators which had a Cronbach alpha reliability value of 0.9 and for the motivational questionnaire adapted from Sudibyo, Jatmiko, and Widodo (2016) has 23 valid statements with 12 indicators that have Cronbach alpha reliability value of 0.86, in this study, researchers used 3 indicators using a Likert scale 5 (five) for positive statements Strongly Disagree having a score of 1, Disagree having a score of 2, Neutral having score 3, Agree has a score of 4 and Strongly Agree 5. For negative statements Strongly Disagree has a score of 5, Disagree has a score of 4, Neutral has a score of 3, Agree has a score of 2 and Strongly Agree has a score of 1)…”

Section: Instrument and Proceduresmentioning

confidence: 99%

“…Motivation in learning can influence how the process and learning outcomes of a student (Santoso, 2013). According to Sudibyo, Jatmiko, and Widodo (2016) motivated behavior is a behavior that is full of energy, directed, and enduring. Furthermore according to Astalini et al (2019), learning media can generate motivation, learning stimuli, and bring psychological influence to students, so students become more aware of the material being studied.…”

Section: Introductionmentioning

confidence: 99%

Motivation and Attitude of Students on Physics Subject in the Middle School in Indonesia

Astalini¹,

Kurniawan²,

Pathoni³

et al. 2019

IES

View full text Add to dashboard Cite

Purpose: This study aims to determine whether there is a relationship between motivation and attitudes of students towards physics subjects in high school. Method: The type of research used is quantitative descriptive with correlational design. The data used by researchers were in the form of questionnaires/motivational questionnaires and attitudes with a total of 54 statements for attitude questionnaires and 23 statements for motivational questionnaires using liker scale 5. Data Analysis: using descriptive and inferential statistics. Findings: the results of this study researchers get good results and enough attitudes towards physics investigation, adoption of scientific attitudes pleasure in learning physics, interested in participating in physics learning activities, believe that he has the ability of physics, and enjoy working on physics tasks good enough, this is in accordance with the analysis of the relationship that has been done, that there is a relationship between motivation and student attitudes toward physics subjects, with details, at level 1 the correlation coefficient is 0.318, then at level 2 is 0.862 and at level 3 is -0.56, at level 1 has a low positive relationship, level 2 has a strong positive relationship, while at level 3 has a moderate negative relationship.

show abstract

Pengembangan Instrumen Motivasi Belajar Fisika: Angket

Cited by 24 publications

References 0 publications

Students’ attitude and motivation in mathematical physics

Students’ attitude and motivation in mathematical physics

Pengaruh Penerapan Blended Learning pada Materi Hukum Newton Tentang Gerak Terhadap Motivasi Belajar dan Kemampuan Pemecahan Masalah

Motivation and Attitude of Students on Physics Subject in the Middle School in Indonesia

Contact Info

Product

Resources

About