Relation of Achievement Motivation and Learning Motivation with Learning Outcomes of Physics Students in Universitas Flores

Authors

  • Ilyas Ilyas Universitas Flores
  • an Nisaa Al Mu’min Liu Universitas Flores

DOI:

https://doi.org/10.37891/kpej.v1i1.39

Keywords:

achievement motivation, learning motivation, learning outcomes

Abstract

This research was survey, which was correlational aimed at to know the where abouts of a
significant relation between achievement motivation and learning motivation with the learning outcomes of
Program Studi Pendidikan Fisika Universitas Flores. The population in this study were all students of
fourth semester Program Studi Pendidikan Fisika Universits Flores, amounting to 64 students. While the
sample of 51 students were taken by using the nomogram Hary King. The result of the descriptive analysis
show that (1) achievement motivation the fourth semester students of Program Studi Pendidikan Fisika
Universitas Flores be in medium category (2) the motivation to study physics student the fourth semester
Program Studi Pendidikan Fisika Universitas Flores be in medium category (3) of the learn physics
students the fourth semester of Program Studi Pendidikan Fisika Universitas Flores obtained through a
test study results cognitive be in medium category. While the result of the inferential analysis show that
there is a significant relation between achievement motivation and learning motivation with physics
learning outcomes the foutrh semester of Program Studi Pendidikan Fisika Universitas Flores.

References

Achmad, R. I., Mujasam, Yusuf, I., & Widyaningsih, S. W. (2018). Hubungan antara

Motivasi Berprestasi dan Kebiasaan Belajar terhadap Prestasi Belajar Fisika.

Prosiding Seminar Nasional, 3(1), pp. 177-187. Palopo: UNCP.

Amin, M., & Widyaningsih, S. W. (2015). Pengaruh Penggunaan Metode Learning

Tournament terhadap Prestasi dan Motivasi Belajar Fisika Peserta Didik SMA

Negeri II Manokwari Papua Barat. Berkala Fisika Indonesia, 7(2), 28-38.

Busato, V. V., Prins, F. J., Elshout, J. J., & Hamaker, C. (2000). Intellectual Ability,

Learning Style, Personality, Achievement Motivation and Academic Success of

Psychology Students in Higher Education. Personality and Individual differences,

(6), 1057-1068.

Clayton, K., Blumberg, F., & Auld, D. P. (2010). The Relationship Between Motivation,

Learning Strategies and Choice of Environment Whether Traditional or Including

an Online Component. British Journal of Educational Technology, 41(3), 349-364.

Chun-Ming, H., Hwang, G. J., & Huang, I. (2012). A Project-based Digital Storytelling

Approach for Improving Students' Learning Motivation, Problem-solving

Competence and Learning Achievement. Journal of Educational Technology &

Society, 15(4), 368.

Hancock, D. R. (2001). Effects of Test Anxiety and Evaluative Threat on Students'

Achievement and Motivation. The Journal of Educational Research, 94(5), 284-

Handayani, T., Mujasam, Widyaningsih, S. W., Yusuf, I. (2017). Penerapan Model

Pembelajaran Kooperatif Tipe Snowball Throwing terhadap Hasil Belajar Peserta

Didik. Curricula: Journal of Teaching and Learning, 2(1), 47-58.

Klein, H. J., Noe, R. A., & Wang, C. (2006). Motivation to Learn and Course Outcomes:

The Impact of Delivery Mode, Learning Goal Orientation, and Perceived Barriers

and Enablers. Personnel psychology, 59(3), 665-702.

Liem, A. D., Lau, S., & Nie, Y. (2008). The Role of Self-efficacy, Task Value, and

Achievement Goals in Predicting Learning Strategies, Task Disengagement, Peer

Relationship, and Achievement Outcome. Contemporary Educational Psychology,

(4), 486-512.

Liu, T. Y., & Chu, Y. L. (2010). Using Ubiquitous Games in an English Listening and

Speaking Course: Impact on Learning Outcomes and Motivation. Computers &

Education, 55(2), 630-643.

Major, D. A., Turner, J. E., & Fletcher, T. D. (2006). Linking Proactive Personality and

the Big Five to Motivation to Learn and Development Activity. Journal of applied

psychology, 91(4), 927.

Martens, R., Gulikers, J., & Bastiaens, T. (2004). The Impact of Intrinsic Motivation on

Eâ€learning in Authentic Computer Tasks. Journal of computer assisted learning,

(5), 368-376.

Mega, C., Ronconi, L., & De Beni, R. (2014). What Makes a Good Student? How

Emotions, Self-regulated Learning, and Motivation Contribute to Academic

Achievement. Journal of Educational Psychology, 106(1), 121.

Sugiyono. (2011). Metode Penelitian Pendidikan. Pendekatan Kuantitatif, Kualitatif, dan

R & D. Bandung: Alfabeta.

Suliyati, Mujasam, Yusuf, I., Widyaningsih, S. W. (2018). Penerapan Model PBL

Menggunakan Alat Peraga Sederhana terhadap Hasil Belajar Peserta Didik.

Curricula: Journal of Teaching and Learning, 3(1), 11-22.

Tella, A. (2007). The Impact of Motivation on Student’s Academic Achievement and

Learning Outcomes in Mathematics Among Secondary School Students in Nigeria.

Eurasia Journal of Mathematics, Science & Technology Education, 3(2), 149-156.

Tuan, H. L., Chin, C. C., & Shieh, S. H. (2005). The Development of a Questionnaire to

Measure Students' Motivation Towards Science Learning. International Journal of

Science Education, 27(6), 639-654.

Zusho, A., Pintrich, P. R., & Coppola, B. (2003). Skill and will: The Role of Motivation

and Cognition in the Learning of College Chemistry. International Journal of

Science Education, 25(9), 1081-1094.

Downloads

Published

09-06-2019

How to Cite

Ilyas, I., & Liu, an N. A. M. (2019). Relation of Achievement Motivation and Learning Motivation with Learning Outcomes of Physics Students in Universitas Flores. Kasuari: Physics Education Journal (KPEJ), 1(1), 52–55. https://doi.org/10.37891/kpej.v1i1.39

Issue

Vol. 1 No. 1 (2018): June 2018

Section

Articles

License

License and Copyright Agreement

In submitting the manuscript to the journal, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Kasuari: Physics Education Journal Posting Your Article Policy at http://journalfkipunipa.org/index.php/kpef/about
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities tacitly or explicitly of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

Copyright

Authors who publish with Kasuari: Physics Education Journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.