The transformers

Hoffman, Bobby

doi:10.1016/b978-0-12-800779-2.00012-9

Cited by 4 publications

(5 citation statements)

References 75 publications

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“…This condition can occur due to the influence or encouragement from both internal and external which causes changes in learning behavior (Middleton & Perks, 2014;Spector & Park, 2017;Takahashi, 2022). Of course, it has a big role in increasing learning motivation and learning success (Gonida & Lemos, 2019;Hartnett, 2016;Hoffman, 2015;Hymans, 1999;Wigfield & Guthrie, 2013). This condition is related to the indicators of learning motivation which can be seen from; 1) there is a strong desire and encouragement, 2) there is an encouragement and need in learning, 3) there are hopes and ambition for the future, 4) appreciation in learning, 5) interesting learning activities, and 6) an interesting learning environment (Uno, 2021).…”

Section: Resultsmentioning

confidence: 99%

The Comparison of Student Learning Motivation Based on the Study Period

Wiyono¹,

Prestiadi²,

Arifin³

2023

Proceedings of the International Conference on Educational Management and Technology (ICEMT 2022)

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Learning motivation is one of the variables that determine student achievement. Student learning outcomes will be achieved optimally if the students have high learning motivation. Therefore, to improve student learning outcomes, it is necessary to increase student learning motivation. This study aimed at determining the comparison of student learning motivation based on the study period. By knowing the comparison of student learning motivation, it will be used as a base for maintaining or increasing student learning motivation. This research was conducted at Universitas Negeri Malang and Universitas Negeri Gorontalo, with a total sample of 570 students. Data collection techniques used in this research are questionnaires and were analyzed using descriptive statistics and analysis of variance. The research instrument was developed based on construct variables and validated using total item analysis, and Cronbach's Alpha reliability analysis. The results showed that there were significant differences in students' learning motivation based on their study period. Early semester and final semester students show a higher learning motivation than middle semester students. These findings are discussed from a theoretical point of view and relevant previous research results.

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Section: Resultsmentioning

confidence: 99%

The Comparison of Student Learning Motivation Based on the Study Period

Wiyono¹,

Prestiadi²,

Arifin³

2023

Proceedings of the International Conference on Educational Management and Technology (ICEMT 2022)

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“…guilt) or social sanctions. Given this, Hoffman (2015) states that the motivation for the welfare of others and oneself in helping behaviour comes into competition, not opposition.…”

Section: B Social Motives and Social Entrepreneurship As A Career Pathmentioning

confidence: 99%

“…As for the form of empathy, it appears that empathy is experienced as compassion that stimulates both social motivations (Batson et al, 2002). For Hoffman (2015), there is a clear difference between sympathetic pressure, empathic anger, guilt, empathic feelings of injustice, and empathic concern or compassion. Both will be elements that will support the need to create social value from SE.…”

Section: B Social Motives and Social Entrepreneurship As A Career Pathmentioning

confidence: 99%

The Concept of Social Entrepreneurship as a Form of Social Motives and Career Paths according to a Psychosocial Perspective

Yulianah

2023

NEJESH

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The notion of social entrepreneurship can offer answers to social problems prevalent in today's society, particularly in entrepreneurship and social innovation. The idea of social entrepreneurship is a brand-new and interesting research area that piques the interest of the vast majority of scholars currently working in the field. In the context of social entrepreneurship, this review aims to isolate pertinent research issues in social psychology. This investigation takes a qualitative approach and makes use of descriptive research tools. Due to the many investigative research, individual qualities, societal motivations, and a specific vocational identity were some of the possible psychosocial elements discovered necessary for this sort of entrepreneurship. In addition, various perspectives on society, organizational goals, and psychosocial aspects of organizational behaviour were incorporated.

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“…Hasil belajar sejarah mahasiswa bukan saja dipengaruhi oleh metode yang digunakan oleh dosen akan tetapi juga dipengaruhi oleh motivasi belajar yang dimiliki oleh mahasiswa. Pendapat (Hoffman, 2015) mengemukakan ; "Semantically, Motivation will be used as a term to describe the process of directing and applying effort and to describe the outcome of behavior. Artinya; secara maknawi, motivasi akan digunakan sebagai sebuah istilah untuk mendeskripsikan proses mengarahkan dan menerapkan upaya dan mendeskripsikan hasil atau dampak prilaku/sikap.…”

Section: Pendahuluanunclassified

Pengaruh Metode Pembelajaran Sosiodrama Dan Motivasi Belajar Terhadap Hasil Belajar Sejarah

Badarudin,

Tohri,

Asror

2022

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This research aims to determine the differences in learning outcomes of students in the History Education Study Program at Hamzanwadi University who are taught through the sociodrama method and the lecture method. This research uses a quasi-experimental method. The research design used a 2x2 by level treatment design. The sampling technique uses multistage random sampling. The total sample was 44 students who were divided into 22 experimental groups and 22 control groups. Data collection uses two methods, namely tests and questionnaires. Data analysis used descriptive and inferential techniques, two-way ANOVA. The results of analysis of research data with a significance level of α 0.05 showed that Fcount (Fh = 7.77) was greater than Ftable (Ft α 0.05 = 4.08). This is in accordance with the average value of history learning outcomes for the group of students taught using the sociodrama method ȲA1 = 26.68 and the group of students taught using the lecture method ȲA2 = 23.23;. The results of this data analysis show that the history learning outcomes of the student group taught using the sociodrama method were higher than the learning outcomes of the student group taught using the lecture method

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The transformers

Cited by 4 publications

References 75 publications

The Comparison of Student Learning Motivation Based on the Study Period

The Comparison of Student Learning Motivation Based on the Study Period

The Concept of Social Entrepreneurship as a Form of Social Motives and Career Paths according to a Psychosocial Perspective

Pengaruh Metode Pembelajaran Sosiodrama Dan Motivasi Belajar Terhadap Hasil Belajar Sejarah

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