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Abstract
This research aimed to provide a general overview of students' learning motivation in science at the junior high school level and to compare the level of learning motivation among students from three different schools: SMPN 27 Kerinci, MTsN 1 Sungai Penuh, and MTsS Siulak in the 2023/2024 Academic Year. The sample for this research consisted of 72 students, with 24 students from each school. The research utilized descriptive and comparative methods. Data on students' learning motivation were collected through the Students' Adaptive Learning Engagement in Science Questionnaire and analyzed descriptively and comparatively using the Kruskal-Wallis test. The results indicate that, overall, students exhibit high motivation to learn science, scoring 4.10 on a scale of 5.00. Additionally, students from the three different schools also demonstrated high average learning motivation, with scores of 4.26 (SMP N 27 Kerinci), 4.15 (MTsS Siulak), and 4.01 (MTsN 1 Sungai Penuh). Despite these differences, the Kruskal-Wallis statistical test revealed that the variations were not statistically significant (ρ=0.09). Furthermore, when examining each indicator separately, only one indicator, namely self-regulation (ρ=0.008), showed a significant difference. This distinction in self-regulation was influenced by students' perceptions regarding tasks in science learning, including their views on effort, persistence, punctuality, and a lack of discrimination regarding the form of tasks to be completed.
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Copyright (c) 2024 Deka Hermiati, Ogi Danika Pranata, Hendra Lardiman
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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
How to Cite
Student Learning Motivation in Science Learning: A Comparative Study in Three Schools. (2024). PENDIPA Journal of Science Education, 8(1), 17–26. https://doi.org/10.33369/pendipa.8.1.17-26
References
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Cahyani, V. D., & Pranata, O. D. (2023). Studi Aktivitas Belajar Sains Siswa di SMA Negeri 7 Kerinci. Lensa (Lentera Sains): Jurnal Pendidikan IPA, 13(2), 137–148. https://doi.org/10.24929/lensa.v13i2.317
Chi, M. T. H. (2009). Active-Constructive-Interactive : A Conceptual Framework for Differentiating Learning Activities. 1, 73–105. https://doi.org/10.1111/j.1756-8765.2008.01005.x
Goleman, D. (2006). Working With Emotional Intelligence. Bantam Books.
Hampden-Thompson, G., & Bennett, J. (2013). Science Teaching and Learning Activities and Students’ Engagement in Science. International Journal of Science Education, 35(8), 1325–1343. https://doi.org/10.1080/09500693.2011.608093
Karlen, Y., Suter, F., Hirt, C., & Maag Merki, K. (2019). The role of implicit theories in students’ grit, achievement goals, intrinsic and extrinsic motivation, and achievement in the context a long-term challenging task. Learning and Individual Differences, 74(July), 101757. https://doi.org/10.1016/j.lindif.2019.101757
Macdonald, A., & Rafferty, J. (2015). Investigating Mathematics, Science and technology in early childhood. https://researchoutput.csu.edu.au/en/publications/investigating-mathematics-science-and-technology-in-early-childho
Mayer, R. E. (2011). Applying the Science of Learning. Pearson.
Miller, A. L., Fassett, K. T., & Palmer, D. L. (2021). Achievement goal orientation: A predictor of student engagement in higher education. Motivation and Emotion, 45(3), 327–344. https://doi.org/10.1007/s11031-021-09881-7
Morgan, G. A., Leech, N. L., Gloeckner, G. W., & Barret, K. C. (2004). SPSS for Introductory Statistics. Use and Interpretation. Lawrence Erlbaum Associates, Inc. All.
OECD. (2018). The Future of Education and Skills: Education 2030. In J. Skovsgaard (Ed.), OECD Education Working Papers. http://www.oecd.org/education/2030/E2030%0APosition%0APaper%0A(05.04.2018).pdf
Pintrich, P. R. (2000). The Role of Goal Orientation in Self-Regulated Learning. Handbook of Self-Regulation, 451–502. https://doi.org/10.1016/b978-012109890-2/50043-3
Pranata, O. D. (2023a). Penerapan Game-Based Learning Sebagai Alternatif Solusi Mengajar di Kelas Heterogen. Jurnal Pengabdian Al-Ikhlas, 8(3), 337–350.
Pranata, O. D. (2023b). Penerapan Puzzle-Based Learning untuk Mengajar Matematika dan Sains di Pasantren dengan Kelas Heterogen. Jurnal Penelitian Dan Pengabdian Kepada Masyarakat UNSIQ, 10(2), 109–115.
Pranata, O. D., Sastria, E., Ferry, D., & Zebua, D. R. Y. (2023). Analysis of Students’ Emotional Intelligence and Their Relationship with Academic Achievement in Science. Proceedings of the International Conference on Social Science and Education, ICoeSSE, 395–410. https://doi.org/10.2991/978-2-38476-142-5
Pranata, O. D., & Seprianto, S. (2023). Pemahaman Konsep Siswa Melalui Skema Blended learning Menggunakan Lembar Kerja Berbasis Simulasi. Karst : Jurnal Pendidikan Fisika Dan Terapannya, 6(1), 8–17. https://doi.org/https://doi.org/10.46918/karst.v6i1.1724
Putri, D. H., & Pranata, O. D. (2023). Eksplorasi Kejenuhan Siswa dalam Pembelajaran Sains Setelah Pandemi. Jurnal Inovasi Pendidikan Sains (JIPS), 4(2), 62–70. https://doi.org/https://doi.org/10.37729/jips.v4i2.3367
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1–2), 111–139. https://doi.org/10.1007/s11165-005-3917-8
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. https://doi.org/10.1080/0950069042000323737
Velayutham, S., Aldridge, J., & Fraser, B. (2011). Development and validation of an instrument to measure students’ motivation and self-regulation in science learning. International Journal of Science Education, 33(15), 2159–2179. https://doi.org/10.1080/09500693.2010.541529
Williams, K., & Williams, C. (2011). Five key ingredients for improving student motivation. Res High Educ J, 12, 1–23.
World Health Organization. (2022). World mental health report: Transforming mental health for all. In World Health Organization. https://doi.org/10.1136/bmj.o1593
Wulandari, & Pranata, O. D. (2023). Analisis Kecerdasan Emosional Siswa dalam Pembelajaran Sains. Diksains: Jurnal Ilmiah Pendidikan Sains, 3(2), 124–133. https://doi.org/10.33369/diksains.3.2.124-133
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
References
Cahyani, V. D., & Pranata, O. D. (2023). Studi Aktivitas Belajar Sains Siswa di SMA Negeri 7 Kerinci. Lensa (Lentera Sains): Jurnal Pendidikan IPA, 13(2), 137–148. https://doi.org/10.24929/lensa.v13i2.317
Chi, M. T. H. (2009). Active-Constructive-Interactive : A Conceptual Framework for Differentiating Learning Activities. 1, 73–105. https://doi.org/10.1111/j.1756-8765.2008.01005.x
Goleman, D. (2006). Working With Emotional Intelligence. Bantam Books.
Hampden-Thompson, G., & Bennett, J. (2013). Science Teaching and Learning Activities and Students’ Engagement in Science. International Journal of Science Education, 35(8), 1325–1343. https://doi.org/10.1080/09500693.2011.608093
Karlen, Y., Suter, F., Hirt, C., & Maag Merki, K. (2019). The role of implicit theories in students’ grit, achievement goals, intrinsic and extrinsic motivation, and achievement in the context a long-term challenging task. Learning and Individual Differences, 74(July), 101757. https://doi.org/10.1016/j.lindif.2019.101757
Macdonald, A., & Rafferty, J. (2015). Investigating Mathematics, Science and technology in early childhood. https://researchoutput.csu.edu.au/en/publications/investigating-mathematics-science-and-technology-in-early-childho
Mayer, R. E. (2011). Applying the Science of Learning. Pearson.
Miller, A. L., Fassett, K. T., & Palmer, D. L. (2021). Achievement goal orientation: A predictor of student engagement in higher education. Motivation and Emotion, 45(3), 327–344. https://doi.org/10.1007/s11031-021-09881-7
Morgan, G. A., Leech, N. L., Gloeckner, G. W., & Barret, K. C. (2004). SPSS for Introductory Statistics. Use and Interpretation. Lawrence Erlbaum Associates, Inc. All.
OECD. (2018). The Future of Education and Skills: Education 2030. In J. Skovsgaard (Ed.), OECD Education Working Papers. http://www.oecd.org/education/2030/E2030%0APosition%0APaper%0A(05.04.2018).pdf
Pintrich, P. R. (2000). The Role of Goal Orientation in Self-Regulated Learning. Handbook of Self-Regulation, 451–502. https://doi.org/10.1016/b978-012109890-2/50043-3
Pranata, O. D. (2023a). Penerapan Game-Based Learning Sebagai Alternatif Solusi Mengajar di Kelas Heterogen. Jurnal Pengabdian Al-Ikhlas, 8(3), 337–350.
Pranata, O. D. (2023b). Penerapan Puzzle-Based Learning untuk Mengajar Matematika dan Sains di Pasantren dengan Kelas Heterogen. Jurnal Penelitian Dan Pengabdian Kepada Masyarakat UNSIQ, 10(2), 109–115.
Pranata, O. D., Sastria, E., Ferry, D., & Zebua, D. R. Y. (2023). Analysis of Students’ Emotional Intelligence and Their Relationship with Academic Achievement in Science. Proceedings of the International Conference on Social Science and Education, ICoeSSE, 395–410. https://doi.org/10.2991/978-2-38476-142-5
Pranata, O. D., & Seprianto, S. (2023). Pemahaman Konsep Siswa Melalui Skema Blended learning Menggunakan Lembar Kerja Berbasis Simulasi. Karst : Jurnal Pendidikan Fisika Dan Terapannya, 6(1), 8–17. https://doi.org/https://doi.org/10.46918/karst.v6i1.1724
Putri, D. H., & Pranata, O. D. (2023). Eksplorasi Kejenuhan Siswa dalam Pembelajaran Sains Setelah Pandemi. Jurnal Inovasi Pendidikan Sains (JIPS), 4(2), 62–70. https://doi.org/https://doi.org/10.37729/jips.v4i2.3367
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1–2), 111–139. https://doi.org/10.1007/s11165-005-3917-8
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. https://doi.org/10.1080/0950069042000323737
Velayutham, S., Aldridge, J., & Fraser, B. (2011). Development and validation of an instrument to measure students’ motivation and self-regulation in science learning. International Journal of Science Education, 33(15), 2159–2179. https://doi.org/10.1080/09500693.2010.541529
Williams, K., & Williams, C. (2011). Five key ingredients for improving student motivation. Res High Educ J, 12, 1–23.
World Health Organization. (2022). World mental health report: Transforming mental health for all. In World Health Organization. https://doi.org/10.1136/bmj.o1593
Wulandari, & Pranata, O. D. (2023). Analisis Kecerdasan Emosional Siswa dalam Pembelajaran Sains. Diksains: Jurnal Ilmiah Pendidikan Sains, 3(2), 124–133. https://doi.org/10.33369/diksains.3.2.124-133
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Chi, M. T. H. (2009). Active-Constructive-Interactive : A Conceptual Framework for Differentiating Learning Activities. 1, 73–105. https://doi.org/10.1111/j.1756-8765.2008.01005.x
Goleman, D. (2006). Working With Emotional Intelligence. Bantam Books.
Hampden-Thompson, G., & Bennett, J. (2013). Science Teaching and Learning Activities and Students’ Engagement in Science. International Journal of Science Education, 35(8), 1325–1343. https://doi.org/10.1080/09500693.2011.608093
Karlen, Y., Suter, F., Hirt, C., & Maag Merki, K. (2019). The role of implicit theories in students’ grit, achievement goals, intrinsic and extrinsic motivation, and achievement in the context a long-term challenging task. Learning and Individual Differences, 74(July), 101757. https://doi.org/10.1016/j.lindif.2019.101757
Macdonald, A., & Rafferty, J. (2015). Investigating Mathematics, Science and technology in early childhood. https://researchoutput.csu.edu.au/en/publications/investigating-mathematics-science-and-technology-in-early-childho
Mayer, R. E. (2011). Applying the Science of Learning. Pearson.
Miller, A. L., Fassett, K. T., & Palmer, D. L. (2021). Achievement goal orientation: A predictor of student engagement in higher education. Motivation and Emotion, 45(3), 327–344. https://doi.org/10.1007/s11031-021-09881-7
Morgan, G. A., Leech, N. L., Gloeckner, G. W., & Barret, K. C. (2004). SPSS for Introductory Statistics. Use and Interpretation. Lawrence Erlbaum Associates, Inc. All.
OECD. (2018). The Future of Education and Skills: Education 2030. In J. Skovsgaard (Ed.), OECD Education Working Papers. http://www.oecd.org/education/2030/E2030%0APosition%0APaper%0A(05.04.2018).pdf
Pintrich, P. R. (2000). The Role of Goal Orientation in Self-Regulated Learning. Handbook of Self-Regulation, 451–502. https://doi.org/10.1016/b978-012109890-2/50043-3
Pranata, O. D. (2023a). Penerapan Game-Based Learning Sebagai Alternatif Solusi Mengajar di Kelas Heterogen. Jurnal Pengabdian Al-Ikhlas, 8(3), 337–350.
Pranata, O. D. (2023b). Penerapan Puzzle-Based Learning untuk Mengajar Matematika dan Sains di Pasantren dengan Kelas Heterogen. Jurnal Penelitian Dan Pengabdian Kepada Masyarakat UNSIQ, 10(2), 109–115.
Pranata, O. D., Sastria, E., Ferry, D., & Zebua, D. R. Y. (2023). Analysis of Students’ Emotional Intelligence and Their Relationship with Academic Achievement in Science. Proceedings of the International Conference on Social Science and Education, ICoeSSE, 395–410. https://doi.org/10.2991/978-2-38476-142-5
Pranata, O. D., & Seprianto, S. (2023). Pemahaman Konsep Siswa Melalui Skema Blended learning Menggunakan Lembar Kerja Berbasis Simulasi. Karst : Jurnal Pendidikan Fisika Dan Terapannya, 6(1), 8–17. https://doi.org/https://doi.org/10.46918/karst.v6i1.1724
Putri, D. H., & Pranata, O. D. (2023). Eksplorasi Kejenuhan Siswa dalam Pembelajaran Sains Setelah Pandemi. Jurnal Inovasi Pendidikan Sains (JIPS), 4(2), 62–70. https://doi.org/https://doi.org/10.37729/jips.v4i2.3367
Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1–2), 111–139. https://doi.org/10.1007/s11165-005-3917-8
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. https://doi.org/10.1080/0950069042000323737
Velayutham, S., Aldridge, J., & Fraser, B. (2011). Development and validation of an instrument to measure students’ motivation and self-regulation in science learning. International Journal of Science Education, 33(15), 2159–2179. https://doi.org/10.1080/09500693.2010.541529
Williams, K., & Williams, C. (2011). Five key ingredients for improving student motivation. Res High Educ J, 12, 1–23.
World Health Organization. (2022). World mental health report: Transforming mental health for all. In World Health Organization. https://doi.org/10.1136/bmj.o1593
Wulandari, & Pranata, O. D. (2023). Analisis Kecerdasan Emosional Siswa dalam Pembelajaran Sains. Diksains: Jurnal Ilmiah Pendidikan Sains, 3(2), 124–133. https://doi.org/10.33369/diksains.3.2.124-133
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2