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Penelitian ini bertujuan untuk mengetahui gambaran umum mengenai motivasi belajar siswa dalam pembelajaran sains pada tingkat sekolah menengah pertama dan membandingkan tingkat motivasi belajar siswa dari tiga sekolah yang berbeda, yaitu SMPN 27 Kerinci, MTsN 1 Sungai Penuh, dan MTsS Siulak pada Tahun Ajaran 2023/2024. Sampel yang digunakan dalam penelitian sebanyak 72 orang siswa yang terdiri dari 24 siswa dari setiap sekolah. Metode penelitian deskriptif dan komparatif diterapkan. Data mengenai motivasi belajar siswa dikumpulkan menggunakan Students’ Adaptive Learning Engagement in Science Questionnaire. Data akan dianalisis secara statistik deskriptif dan komparatif menggunakan Kruskal-Wallis test. Hasil menunjukkan bahwa secara keseluruhan, siswa memiliki motivasi belajar sains yang tinggi (4.10 dari skala 5.00). Selanjutnya siswa dari ketiga sekolah yang berbeda juga ditemukan dengan rata-rata motivasi belajar yang tinggi, yaitu 4.26 (SMP N 27 Kerinci), 4.15 (MTsS siulak), dan 4.01 (MTsN 1 Sungai Penuh). Walaupun terdapat perbedaan, hasil uji statistik Kruskal-Wallis menunjukkan bahwa perbedaan tersebut tidak signifikan ( ). Selanjutnya hasil uji statistik Kruskal-Wallis untuk setiap indikator menunjukkan bahwa hanya satu indikator yang menunjukkan adanya perbedaan yang signifikan, yaitu regulasi diri, . Perbedaan yang signifikan dipicu oleh persepsi siswa terkait tugas dalam pembelajaran sains. Pandangan mengenai usaha, tidak menyerah, ketepatan waktu, dan tidak diskriminatif terhadap bentuk tugas untuk diselesaikan.
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Hak Cipta (c) 2024 Deka Hermiati, Ogi Danika Pranata, Hendra Lardiman
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Cara Mengutip
Motivasi Belajar Siswa Pada Pembelajaran Sains: Studi Komparasi Pada Tiga Sekolah. (2024). PendIPA Journal of Science Education, 8(1), 17–26. https://doi.org/10.33369/pendipa.8.1.17-26
Referensi
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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
Referensi
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