Факторы учебной мотивации школьников в условиях дифференцированного образования

This research focuses on developing and implementing the Physics e-Module PjBL-STEM Model to improve the creative thinking skills and learning motivation of grade X students in straight-motion topics discussion. The purpose of this development research is to 1) Produce a feasible Physics e-Module PjBL-STEM Model. 2) Knowing the effectiveness of the implementation of the Physics e-Module PjBL-STEM Model in order to improve students' creative thinking skills and learning motivation. 3) Describe the students' creative thinking skills and learning motivation profile. The e-module development procedure in this study adapted the Research and Development (RD) method using the ADDIE model developed by Dick and Carry (1996). The subjects of this study were first-grade high school students who used the 2013 curriculum at a school in the city of Yogyakarta. The results of the study show that: 1) The Physics e-Module PjBL-STEM Model is feasible to use in physics learning based on the assessment of experts and practitioners. 2) Implementation of the Physics E-Module PjBL-STEM Model is effective in increasing students' creative thinking skills by 85% and students' learning motivation by 68% which is in the good category. 3) The students' creative thinking ability profile was 54.16%, while the students' learning motivation was 60.41%. Both have average and above-average values. Students with the ability to think creatively and have the motivation to learn above the average are most students who use the Physics e-Module PjBL-STEM Model in physics learning.

The 2023 Education Statistics data shows that 5.14% of elementary school students/equivalent had to repeat their education, one of the reasons being the inability to complete the lessons. The ARCS Keller learning method which provides a systematic and comprehensive approach can be an initiative step in stimulating interest and motivation in learning. This research is a case study conducted on 3 fifth-grade students at SDN Kotalama 5 who met the inclusion criteria with the aim of determining the description of students' interest and motivation in learning before and after learning using the learning module with the ARCS Keller approach. The instruments used were the Course Interest Survey (CIS) to determine the level of student interest in learning and the Teaching Materials Motivation Survey (IMMS) to determine the extent of student motivation in learning as well as observation sheets and interviews to obtain supporting data. All data were analyzed using quantitative descriptive methods. The results showed an increase in the average value of learning interest by 12.45% and learning motivation by 11.34%, followed by positive changes in attitudes in participating in learning. The use of learning modules with the ARCS Keller approach can increase students' interest and motivation in learning by helping students concentrate better, understand the material well, think critically, have self-confidence and achieve satisfaction in learning.

The background of this research is the achievement of students 'economic learning which is still low and the students' economic achievement which is different in class X Madrasah AliyahNegeri Se Kampar Regency. Student learning achievement is still low by 65,4%, while female student equal to 51,9%. The still low and different learning achievement in this study is influenced by the learning motivation which is the internal factor, and the gender that is suspected of the tendency of different learning motivation and learning achievement of male and female students. This research aim to know the influence of learning motivation and gender to student achievement of class X Madrasah AliyahNegeri the Kampar regency.This research method using quantitative descriptive method. The population in this study were students of Madrasah Aliyah in Kampar regency with the number of 208 people with a total sample of 68 people with probability sampling technique with random sample sampling. Data obtained by observation and disseminate research questionnaire to the respondent. Data were analyzed by using descriptive percentage and statisticanalysis use multiple linear regression. Against the instrument tested the validity and reliability by using the alpha cronbach formula. The results showed that: 1) partially, there is a significant influence between the motivation of learning on student economic achievement with a t value of 6.443 sig. 0.05. the tendency of higher learning motivation of male students than female students. Similarly, the students' economic achievement tend to be higher than female students. 3) simultan, there is a significant influence of learning and gender motivation on economic learning achievement with multiple linear regression equation Y = 25,981 + 0,806X1 + -0,773X2 + ɛ n. From result of F value equal to 20,821 with sig. 0,000 <0.05 means that learning and gender motivation has an influence on economic learning achievement. And a large contribution to the model by 39%. From these results can be concluded that to improve the achievement of economic learning can be done by improving students' learning motivation and not discriminate between male students or female students.

This research aims to investigate the improvement of students' critical thinking skills and learning motivation using a problem-solving approach through Contextual Teaching and Learning (CTL) in the topic of statistics with the assistance of GeoGebra. This study employs a pre-experimental research design with a one-group pretest-posttest approach. The sample consists of one eighth-grade class in a public junior high school in Yogyakarta. Data collection techniques include pretests and posttests to measure students' critical thinking skills and a questionnaire to assess students' learning motivation. The paired sample t-test is utilized for data analysis. The results reveal an improvement in critical thinking skills, with an average pretest score of 49.33 and a posttest score of 85.00. Students' learning motivation also increased, with an average pretest score of 73.60 and a posttest score of 88.87. The t-test result shows a significance value of 0.000 &amp;lt; 0.05, indicating the rejection of the null hypothesis. This implies that there is a significant influence on students' critical thinking skills using a problem-solving approach through Contextual Teaching and Learning in the statistics subject, resulting in an enhancement of students' critical thinking skills

Interactive multimedia is one of the most popular types of learning media and provides a significant increase in the success of the learning process. The achievement of mathematics learning objectives can be seen based on the level of students' computational thinking abilities and learning motivation. Therefore, this research was conducted to develop interactive multimedia that can improve students' computational thinking skills and learning motivation. This development research uses the ADDIE (Analysis, Design, Development, Implementation and Evaluation) model. The sample for this research was class IX students at Tunas Karya Batangkuis Middle School. The research results show that the interactive multimedia developed meets the criteria of being valid, practical and effective in improving students' computational thinking skills and learning motivation. Interactive multimedia obtained a validity value of 3.6 with very good criteria. Interactive multimedia obtained a practicality score of 3.4 (very good category) from the response questionnaire and 3.2 (good category) from the learning implementation questionnaire. The effectiveness of interactive multimedia can also be seen from several aspects, including students' classical completion level which reached 92%, achievement of learning objectives by 80%, very positive student responses, and good levels of student activity. Apart from that, the use of interactive multimedia also succeeded in increasing computational thinking abilities by 0.54 (medium category) and student learning motivation by 0.65 (medium category).

Traditional games are games that are passed down from generation to generation. Apart from training dexterity and balance, traditional games also have ancestral values that need to be preserved. This research aims to see the influence of the traditional game prepet jengkol on students' motivation in learning physical education. This research uses a quantitative research approach with the research design used is a pretest-posttest control group design. The population in this study were all class VIII students at SMPN 5 Tasikmalaya City. The samples were taken from two classes using class randomization and obtained from an experimental class of 32 students and a control class of 33 students. The instrument used is a learning motivation instrument which consists of 30 statements to be answered by students. Data analysis was carried out descriptively and inferentially using SPPS 28. The results of the data analysis showed that there was an influence of the traditional game prepet jengkol on increasing student motivation in learning physical education. These results show that the traditional game prepet jengkol can be an alternative in physical education learning.

To observe the impact of the ARCS motivation model on students' learning motivation and academic performance in high school biology teaching, this study selected students from two parallel classes with similar learning motivation and academic performance as the research subjects, integrated the ARCS motivation model into the "Genetics and Evolution" course of compulsory biology in high school, and carried out a one-semester teaching practice. After the practice of the ARCS teaching model ended, a before-and-after comparison was made on the basic situation, academic performance and learning motivation level of the students in the two classes. The results showed that integrating the ARCS motivation model into the compulsory biology course in high school could significantly improve the students' academic performance and learning motivation level. The research indicates that compared with the traditional teaching mode, the ARCS motivation model is more conducive to enhancing students' classroom participation, stimulating students' learning motivation, improving students' learning efficiency, and thus enhancing students' academic level.

The purpose of this study was to determine the teacher's interpersonal communication and its effect on the learning motivation of seventh grade students in science subjects VII at MTs 'Aisyiyah 1 Palembang. The method used in this research is descriptive quantitative with a sample of all students with a total of 85 students. The teacher's interpersonal communication questionnaire and the students' learning motivation questionnaire were used as a data collection tool and then analyzed. The average percentage of teacher interpersonal communication is 80.91% and the percentage of students' learning motivation is 83.60% which is categorized as very high. Interpersonal communication of teachers has an influence on students' learning motivation. Good interpersonal communication by the teacher affects the learning motivation of students. Interpersonal communication of teachers is very important and needs to be done to students. If the learning motivation of students is higher, it is expected that in the end the learning achievement of students will also increase.

The article investigates the problem of developing motivation for learning of higher education students in the process of linguistic and professional training in the conditions of distance learning. Motivation for learning is interpreted as a system of external and internal motives for learning, the hierarchy and interaction of which is formed under the influence of pedagogical conditions, has a multilevel structure, the formation levels of which can be assessed by a certain criteria and indicators. The specific factors of motivation for learning are characterized, the reasons for the motivation decrease of students of non-language specialities when studying a foreign language are regarded. The necessity of realizing the principles of subjectivity, professionally-oriented technological effectiveness, interactivity, independence (autonomy), communicativeness, consciousness, accessibility, and stages in the linguistic and professional development of students in the conditions of distance learning is proved. The active introduction of distance learning technologies to the education system of Ukraine is emphasized. The distance learning is interpreted as a system of professionally oriented training of students constructed in a certain way in the Internet environment. The effectiveness of distance learning and the specifics of designing individual educational routes of higher education students are substantiated. The main tasks and imperatives of linguistic and professional training of future specialists are determined. The special importance of improving the goals, content, forms and methods of teaching in order to increase motivation for learning of students is emphasized.

10.1176/appi.ps.59.1.105

Discipline and learning motivation of students are factors that can affect student learning outcomes at school. Based on the results of observations, it shows that the discipline and learning motivation of fifth-grade students is not optimal and still need to be improved. This study aims to analyze the effect of discipline and learning motivation on the learning outcomes of high school students in elementary schools. The method used is a quantitative method with a correlational design. The population in this study were high school students in elementary school with a sample of 30 students. The data collection technique was carried out using a questionnaire based on the results of the discipline instrument and learning motivation with a Likert scale score of 1 to 4, while the data in the form of learning outcomes were obtained from their respective teachers in the form of PTS scores for the second semester. In this study, the data analysis technique used was the normality test and hypothesis testing with Microsoft Excel 2019. The results showed that there was an influence of learning discipline on the learning outcomes of high-class students. Then there is the influence of learning motivation on the learning outcomes of high-grade students in elementary school. There is an influence of discipline and learning motivation in the learning outcomes of high-grade students in elementary schools.

The purpose of this study was to (1) determine a significant relationship between learning discipline and learning motivation with student achievement at SMP Negeri 2 Kaloran, Temanggung Regency, (2) find out a significant relationship between learning discipline and student achievement if learning motivation is controlled, (3) find out a significant relationship between learning motivation and student achievement if discipline is controlled. The background is that the learning discipline and learning motivation of students at SMP Negeri 2 Kaloran, Temanggung Regency is less than optimal. The research method used is correlational quantitative. The research sample was 116 students who were taken by simple random sampling. Collecting data using a questionnaire(questionnaire) to determine the discipline of learning and student motivation. The results showed (1) there was a significant relationship in the formation of student achievement at SMP Negeri 2 Kaloran, Temanggung Regency through learning discipline andlearning motivation. This is indicated by the value of sig. 0.00 &lt; 0.05, (2) there is a significant relationship between learning discipline and student achievement at SMP Negeri 2 Kaloran, Temanggung Regency if learning motivation is controlled, indicated by a correlation coefficient of 0.417 with a variable contribution of 66.38% being in very high criteria, (3) there is a significant relationship between learning motivation and student achievement at SMP Negeri 2 Kaloran, Temanggung Regency if learning discipline is controlled, indicated by a correlation coefficient of 0.689 with a variable contribution of 35.34% being in high criteria.

The purpose of this study was to determine students' learning motivation in mathematics learning in senior high schools. This study uses a quantitative method because the data processed is ratio data, and the focus of this study is to analyze students' learning motivation towards mathematics lessons at SMA Idhata Banjarmasin. The population in this study were students of SMA Idhata Banjarmasin. The sample used was class XI. The research instrument used a questionnaire containing statements with the aim of seeing students' learning motivation in mathematics subjects. Descriptive data analysis techniques to determine students' learning motivation from the results of the questionnaire data. The results of the study based on the Guttman scale showed that out of 24 students in class XI of SMA Idhata Banjarmasin, there were 22 students who had a "high" level of mathematics learning motivation, and 2 others had a "quite high" level of mathematics learning motivation. Thus, the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. The conclusion of this study is that there is student learning motivation with a fairly high and high level towards mathematics learning at SMA Idhata Banjarmasin.

The study aimed to find out the influence of Quizizz as a learning media towards student learning motivation in English learning among tenth grade students at MAN 1 Surakarta during the 2023/2024 academic year. A quantitative method was used with a One Group PretestPosttest design, with 26 students selected through random sampling method. Data was collected through pre-test, post-test, and questionnaire. The researcher used a paired sample t-test formula and SPSS 16 application to analyze the data. The results showed a significant influence of Quizizz on student motivation in English learning. The t-test resulted in a tcount value of 37,787, which was greater than the ttable at a 5% significance level of 2,060. Therefore, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. The study highlights the importance of using Quizizz as a learning media for English learning among tenth grade students. Keywords: Quizizz, Learning Media, Learning Motivation, Learning English.

This study aims to test the effect of the Direct Instruction (DI) model and demonstration on the learning motivation of elementary school students and to test the differences in the effect of the DI model and demonstration on the learning motivation of elementary school students. The research method uses an experiment with nonequivalent control group design. Participants were 56 students of Madrasah Ibtidaiyah Miftahul Huda Sukadana. The research instrument used a learning motivation questionnaire in physical education for elementary school students. Data analysis techniques used statistical descriptions, paired sample t-tests, and independent samples t-tests. The results of the study concluded that there was an influence of the DI and demonstration models on the learning motivation of students of Madrasah Ibtidaiyah and there was a difference in the influence of the DI and demonstration models on the learning motivation of students of Madrasah Ibtidaiyah seen from the average difference. Recommendations for teachers or instructors that the selection of a model greatly influences the learning motivation of students in participating in volleyball learning. Thus, students who have high motivation can develop and improve the quality of education itself, especially in volleyball sports.