The Influence of Student Motivation, School Environment, on Student Learning Achievement

Supratno, Yoga Heri; Murtono,; Widjanarko, Mochamad

doi:10.1088/1742-6596/1823/1/012089

Cited by 4 publications

(6 citation statements)

References 5 publications

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“…Second, the support of adequate facilities and infrastructure greatly contributes to the success of science development at MAN 2 Malang City. This is in line with several research results which found that infrastructure support affects student achievement and learning outcomes [30], [31]. MAN 2 Malang City provides excellent facilities in the process of fostering science with the construction of the integrated science olympiad laboratory building complete with supporting equipment.…”

Section: Determinants Of the Success Of Scientific Coaching Man 2 Mal...supporting

confidence: 85%

“…First, students' interests and motivation affect student achievement. Many studies have proven that interest and motivation to learn have a positive influence on student achievement [30]. The interest and motivation of MAN 2 Malang City students in the process of scientific coaching are proven by the high desire of students to enter the olympic class even though they must go through a strict selection.…”

Section: Determinants Of the Success Of Scientific Coaching Man 2 Mal...mentioning

confidence: 99%

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Strengthening students’ scientific literacy through scientific coaching programs

Muzayanah¹,

Santoso²,

Saimroh³

et al. 2023

IJERE

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<span lang="EN-US">The scientific literacy of madrasa students currently shows a very proud trend. This is shown by the achievements in the field of science obtained in various science competitions. Scientific achievements are obtained through a long and continuous process, including through science coaching. By using qualitative methods, this study aimed to describe the science coaching model at State Madrasah Aliyah (MAN) 2 Malang City. The results showed that the science coaching model in MAN 2 Malang City includes four main aspects. First, strengthening the management aspect through establishing the olympic and research program and fulfilling adequate infrastructure. Second, strengthening students’ concepts and abilities through matriculation and programmed guidance. Third, empowering the olympic class and the olympic club through a rigorous selection and the implementation of periodic tests and tryouts. Fourth, synergy with other parties, such as Ma’had Al-Qalam, state universities, and National Achievement Center (<em>Pusat Prestasi Nasional</em>/Puspresnas). The success of scientific development cannot be separated from the interest and motivation of students to learn, adequate infrastructure, a conducive learning environment, and the support of the madrasa principal, committee, and parents.</span>

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Section: Determinants Of the Success Of Scientific Coaching Man 2 Mal...supporting

confidence: 85%

Section: Determinants Of the Success Of Scientific Coaching Man 2 Mal...mentioning

confidence: 99%

Strengthening students’ scientific literacy through scientific coaching programs

Muzayanah¹,

Santoso²,

Saimroh³

et al. 2023

IJERE

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“…The students' responses indicated that the inquiry-based learning tools that had been developed were able to arouse students' interest and assist them in understanding science content as a whole. Students who are motivated to learn will provide better learning outcomes (Moh Ghoizi Eriyanto et al, 2021;Peng & Fu, 2021;Supratno et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

The Effectiveness of Inquiry-Based Learning Instrument to Enhance Student’s Critical Thinking Skills

Maharani

Dasna

Utama

2023

madrasah j. pendidik. pembelajaran dasar

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The limitations of inquiry-based learning tools have an impact on the low critical thinking skills of elementary students in science learning. This study aims to examine the effectiveness of inquiry-based learning tools to improve critical thinking skills. The study design is a quasi nonequivalent control group experiment. The experimental class was treated with inquiry-based learning devices, the control class was implemented with STAD-based learning devices. The population and sample in this study were students in grades IVA and IVB at SDN Kepanjen 2 and SDN Panggungrejo 4. This study was conducted for one month from August to September 2022. The instrument used was a critical thinking skills test. The validity test is calculated based on the Aiken index. Data were analyzed based on the pair t-test. The results of this study indicate a very significant difference in students' critical thinking skills. The average score of students' critical thinking before the use of inquiry learning tools in the experimental class was 53.59 and after being used was 82.44. Control group students have an average critical thinking ability of 42.35 and thereafter 59.88. There are factors that affect the effectiveness of inquiry-based learning tools including the validity of the device, the difference in the average score of critical thinking skills which is very significant for students in the experimental and control groups, the responses of students and teachers, and the implementation of learning. In conclusion, instructional inquiry tools are effective for improving critical thinking skills. This study recommends the development of inquiry-based learning tools to improve students' critical thinking skills.

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“…According to (Mustaqim, 2020) learning achievement is a skill or change in behavior that is achieved as a result of performance tests given during the learning process, and the results are presented in the form of test scores, exams, or achievement reports. learning achievement is a whole transition competency acquired by students from the results of learning based on test results (Isnani & Puspasari, 2020) Learning achievement is the entire process of measuring (information data collection), processing, interpreting, and taking into account in order to make decisions regarding the behavior of learning outcomes attained by students after engaging in activities to try to achieve predetermined learning objective (Supratno et al, 2021). Mastery of information or abilities acquired by subjects, which are often quantified in the value of the exam, is considered learning achievement (Irna, 2020).…”

Section: Learning Achievementmentioning

confidence: 99%

The Influence of Learning Readiness and Learning Motivation on Student Achievement in MPLB Basics Subject

Septiawati,

Trisnawati

2023

JPAP

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This study aimed to determine how learning readiness and motivation influence student achievement in Class X MPLB (Office Management and Business Services) VHS PGRI 2 Sidoarjo. MPLB is class of office management and business services. This study used explanatory research with a random sample of 81 class X MPLB VHS PGRI 2 Sidoarjo students. The author will use quantitative descriptive data analysis as a method of data analysis. Multiple linear regression analysis was performed on the data using SPSS version 26. Readiness to learn can be said to be substantial because the findings of the data analysis show an acceptable value of 0.000 (H1), learning motivation has a considerable influence on learning achievement, as evidenced by the results of data analysis which show a value of 0.000 for learning motivation so that (H2) is accepted, learning readiness and learning motivation simultaneously affect learning achievement so that (H3) is accepted, this is indicated by an R-Square value of 0.795 which indicates that learning readiness and learning motivation influence 79.5% of learning achievement.

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The Influence of Student Motivation, School Environment, on Student Learning Achievement

Cited by 4 publications

References 5 publications

Strengthening students’ scientific literacy through scientific coaching programs

Strengthening students’ scientific literacy through scientific coaching programs

The Effectiveness of Inquiry-Based Learning Instrument to Enhance Student’s Critical Thinking Skills

The Influence of Learning Readiness and Learning Motivation on Student Achievement in MPLB Basics Subject

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