scholarly journals The contribution of learning motivation and self-confidence towards the resolution of students'learning problems

2019 ◽  
Vol 3 (3) ◽  
pp. 148-155
Author(s):  
Annisa Aulia ◽  
Marjohan Marjohan ◽  
Rakimahwati Rakimahwati
Keyword(s):  
Problem Solving ◽  
Research Data ◽  
The Self ◽  
Learning Motivation ◽  
Learning Problems ◽  
Reliability Test ◽  
Learning Problem ◽  
High Category ◽  
Self Confidence ◽  
Research Findings

Students' ability to solve learning problems is influenced by the factors of learning motivation and self-confidence. Students who are able to solve problems in learning will be able to get satisfying results. Students who are unable to solve problems in learning will experience failure in achieving a goal. This study aims at looking at the contribution of learning motivation and self-confidence to the ability to solve the problem of student learning at SMAN 1 Lintau Buo. This type of research was quantitative with correlational methods. The sample of this research was the students of class X and X1 of SMAN 1 Lintau Buo identified from the AUM PTSDL results having the most problems. The research instrument used a learning motivastions, self confidence and the resolution of students learning problems. The result of the reliability test of the learning problem-solving ability was 0.759. The research data were analyzed by using multiple regressions. The research findings showed that: learning motivation, in general, was in the high category. The students’self-confidence was generally in the high category. The students' problem-solving abilities were generally in the high category. The learning motivation contributed positively and significantly to the learning problem-solving abilities. The self-confidence contributed positively and significantly to students' learning problem-solving abilities, and the learning motivation and self-confidence together contributed positively and significantly to the students' learning problem understanding abilities.

scholarly journals PENINGKATAN MOTIVASI DAN PRESTASI BELAJAR MATEMATIKA MELALUI PEMBELAJARAN MENGGUNAKAN STRATEGI PEMECAHAN MASALAH DENGAN MEDIA KOMIK

2017 ◽  
Vol 5 (1) ◽  
pp. 97
Author(s):  
Indra Leviana
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Research Data ◽  
Learning Motivation ◽  
Reliability Test ◽  
Validity And Reliability ◽  
Average Value ◽  
Problem Solving Strategies ◽  
Motivation And Learning ◽  
Academic Year

Abstract: This study aimed to describe the process of learning used problem-solving strategies with Media Comic which increase motivation and achievement of students in grade VII C SMP N 3 Pleret Bantul Yogyakarta academic year 2013/2014. This type of research is the Classroom Action Research. Data was collected using questionnaire and test description. Types of experiments performed in this study is unused test with respondent around 28 students with test instruments that used to include the validity and reliability test. The results showed that there was an increase in the average value of 60.97 learning motivation into 80.07 after the action. While the percentage of students' abilities to pass the KKM with 69 score also increased that the first cycle of 71.43% increased to 78.57% in the second cycle. So the problem-solving strategies with Media Comic is improving the motivation and learning achievement of students.

scholarly journals KONTRIBUSI MOTIVASI BELAJAR, KREATIVITAS TERHADAP PROBLEM SOLVING (PEMECAHAN MASALAH) SISWA DALAM BELAJAR SERTA IMPLIKASI TERHADAP BIMBINGAN DAN KONSELING DI SMPN 29 PADANG

2016 ◽  
Vol 1 (2) ◽  
pp. 157
Author(s):  
Nuzliah Nuzliah
Keyword(s):  
Problem Solving ◽  
Random Sampling ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Learning Activities ◽  
Learning Problems ◽  
Scale Model ◽  
Correlational Approach ◽  
Multiple Regression Technique ◽  
Research Findings

Problem Solving ability was very crucial to support the students in learning activities. Those who were able to solve learning problems would get satisfactory achievement and vise versa. Problem solving ability of the students was affected by their learning motivation and creativity. This research was intended to reveal the students’ learning motivation, creativity and problem solving ability in learning. In addition this research also sought to reveal the contribution of learning motivation and creativity toward the students’ Problem Solving ability in learning. This research applied correlational approach which was aimed at revealing the extent to which a variable contributed to the other variable in a research. The population of the research was 283 students in class VII of SMP Negeri 29 Padang. By using Proportional Stratified Random Sampling technique, 166 students were chosen as the sample. The instrument of the research was Likert scale model. The data gotten were analyzed by using descriptive technique. The hypothesis was tested by using multiple regression technique. The research findings indicated that: (1) the students’ learning motivation in general was in low category, (2) the students’ creativity in general was in average category, (3) problem solving ability of the students was in average category, (4) learning motivation had contribution toward the students’ problem solving ability in learning (5) creativity had contribution toward the students’ problem solving ability in learning,(6) learning motivation, creativity had contribution toward the students’ problem solving ability in learning.

scholarly journals Pengaruh Ekstrakurikuler Muhadhoroh terhadap Karakter Percaya Diri Peserta Didik dalam Pembelajaran Tematik

IBTIDA' ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 133-145
Author(s):  
Allinda Hamidah
Keyword(s):  
Extracurricular Activities ◽  
Research Data ◽  
The Self ◽  
Class Iii ◽  
Self Confidence ◽  
Scientific Approach ◽  
Scientific Skills ◽  
Thematic Learning ◽  
Academic Year ◽  
Grade Iii

The 2013 curriculum applies integrated thematic learning with a scientific approach in elementary schools. One of the scientific skills that must be mastered by students in the scientific approach is communicating. The majority of students still find it difficult to form confident characters to master these skills. Related to this, several schools hold extracurricular activities to help students develop their interests, including helping students to build self-confidence. Extracurricular that can form a confident character is extracurricular muhadhoroh. One of the institutions that implement Muhadhoroh Extracurricular is MI Islamiyah Ngarum Lamongan, This study aims to determine the application of extracurricular muhadhoroh, Knowing the confident character, and Knowing the confident character of grade III, IV and V students in thematic learning through MI Islamiyah Ngarum in the academic year 2020/2021, The results of this study indicate that extracurricular muhadhoroh MI Islamiyah Ngarum is included in the active criteria with a percentage value of 69-78%, the character of the students' confidence In class III, IV and V thematic learning at MI Islamiyah Ngarum, it is included in the confidence criteria with the results of the percentage value of 72-90, the value of r calculated based on the results of research data analysis calculated using the product moment correlation formula, namely When compared with r table, the results obtained r count> r table with a significant level of 5% (>0.5140). This shows that the correlation to the influence of Muhadhoroh extracurricular activities on the self-confident character of students in thematic learning for grades III, IV and V at MI Islamiyah Ngarum Medium.

scholarly journals Peningkatan Motivasi dan Prestasi Belajar Menulis Teks Narasi dengan Teknik Student Teams-Achievement Devisions (STAD) Peserta Didik Kelas XA SMA Negeri 5 Kota Magelang

2018 ◽  
Vol 2 (2) ◽  
pp. 173
Author(s):  
Eva Ratihwulan
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Multiple Choice ◽  
Student Learning Outcomes ◽  
Research Data ◽  
Learning Motivation ◽  
Multiple Choice Questions ◽  
High Category ◽  
Student Questionnaire ◽  
Category Score

<p>This research is aimed to improve students' motivation and learning outcomes. The action used in improving the two things is the learning process with STAD technique. This study uses three stages: Pre Cycle, Cycle I, and Cycle II, each cycle using two meetings. Research data were obtained from a student questionnaire and test with multiple choice questions. Questionnaire to know the development of learning motivation, while the test with multiple choice questions to know the development of learning outcomes. The research data is analyzed descriptively-qualitative. The results of the study explain that the implementation of learning with STAD techniques can improve student's motivation and achievement. Learning motivation in Pre Cycle obtained an average of 23.47 (medium category). While in Cycle I the average learning motivation increased to 26.57 (medium category). Percentage of students achieved high category score of 4 students (13%). Furthermore, in cycle II the average learning motivation of 33.87 (high category). Percentage of students obtained a great and very high category score of 22 students (73.3%). Thus until the end of Cycle II, learning motivation has increased. While the results of learning on the Precycle obtained an average of 61.93 (enough category), in the first cycle increased to 69.53 (enough class), in Cycle II obtained an average of 78.77 (right type). Furthermore, it is known that the percentage of learning mastery in the Pre Cycle of 3%, Cycle I of 31%, then in cycle II the rate of learning mastery increased to 86.66%. Thus until the end of Cycle II, student learning outcomes have increased. Based on the above data can be concluded that the implementation of learning STAD technique can improve learning motivation and student learning outcomes.</p>

scholarly journals Contribution of Self Confidence and Peer Conformity to Interpersonal Communication

10.32698/0992 ◽  
2020 ◽  
Vol 3 (1) ◽  
pp. 75
Author(s):  
Muhammad Riswan Rais ◽  
Marjohan Marjohan
Keyword(s):  
Interpersonal Communication ◽  
Sampling Technique ◽  
Descriptive Statistics ◽  
Scale Model ◽  
High Category ◽  
Self Confidence ◽  
Research Findings ◽  
Study Population ◽  
Peer Conformity ◽  
Simple Regression

This research is motivated by the low ability of the students of MAN 1 Mandailing Natal in communicating well interpersonal. Self-confidence and peer conformity are factors that are thought to affect interpersonal communication. This study aims to describe: (1) self-confidence, peer conformity, and interpersonal communication, (2) the contribution of self-confidence to interpersonal communication, (3) the contribution of peer conformity to interpersonal communication, (4) the contribution of confidence and peer conformity. peers together on interpersonal communication. This research uses a descriptive correlational quantitative method. The study population was all students of MAN 1 Mandailing Natal, amounting to 1130 people, a sample of 295 people, who were selected by proportional random sampling technique. The instrument used was a Likert scale model. The data were analyzed using descriptive statistics, simple regression, and multiple regression. The research findings show that: (1) on average, students 'self-confidence is in the high category, (2) peer conformity is in the high category, (3) students' interpersonal communication is in the good category, (4) self-confidence contributes 47.8 % towards interpersonal communication, (5) peer conformity contributes to interpersonal communication by 19.2%, and (6) peer confidence and conformity together contribute to interpersonal communication by 49.5%

scholarly journals Validitas dan Reliabilitas Skala Psikologis Percaya Diri untuk Mengukur Tingkat Percaya Diri Siswa SMK Kota Kediri

2020 ◽  
Vol 6 (1) ◽  
pp. 57-65
Author(s):  
Yuanita Dwi Krisphianti ◽  
Nora Yuniar Setyaputri ◽  
Galang Surya Gumilang
Keyword(s):  
The Self ◽  
Self Concept ◽  
Reliability Test ◽  
Validity And Reliability ◽  
Professional Attitudes ◽  
Validity Test ◽  
Self Confidence ◽  
Level Of Confidence ◽  
Key Word ◽  
Research Stage

Self confidence is a beliaef that exists in individuals that is able to behave as what is needed in order to get results in accordance with what is needed in order to get results in accordance with what is expected. The form of confidence is shown by; believe in personal abilities, independent, positive self-concept, show up personal opinions. Self confidence is important in personality of SMK students, because SMK education preparing students to enter the workforce and developing professional attitudes. The purpose of this study is to increase self  confidence of SMK students in Kediri by using the GURU Process. The validity and reliability is important instruments is carried out to obtain accurate and accountable data in order to determine the level of confidence of SMK students in Kediri. This article is limited just results of validity and reliability from this scale. Based on the results of the validity test distributed to 50 students, 21 valid items with a reliable coefficient of 0.814. Based on the validity and reliability test of the instrument, this scale can be used to measure the self confidence of SMK students in Kediri at the next research stage.    Key Word:      psychological self confident scale, self confident, GURU process

scholarly journals Experience of Implementation of the Integrated Assistance Model in Providing Assistance to the Child

Pedagogika ◽  
2018 ◽  
Vol 129 (1) ◽  
pp. 142-155
Author(s):  
Valdonė Indrašienė ◽  
Violeta Jegelevičienė ◽  
Odeta Merfeldaitė ◽  
Asta Railienė
Keyword(s):  
Learning Outcomes ◽  
School Attendance ◽  
Personal Responsibility ◽  
Self Esteem ◽  
Research Data ◽  
Learning Motivation ◽  
Her Family ◽  
Self Confidence ◽  
Personality Changes ◽  
The Relationship

The article analyses the pedagogues’ experience in applying the model of integrated assistance to the child in school. The research involved 15 teachers responsible for coordination of the assistance to a specific child; the teachers represented three Lithuanian schools which have implemented the developed model. The pedagogues, as case coordinators, recorded the experience of implementation of the integrated assistance model in schools in their reflections. They’ve written down the reflections once per week in the form of a semi-structural electronic pedagogical diary. According to the analysis of the research data, in applying the integrated assistance model one of the major changes is the change in the learning motivation. The changes in learning motivation are related to changes in pupils’ learning outcomes, their involvement in the learning process, and school attendance. Pursuant to the research, self-esteem building is especially important for personality changes in children, and this ensured the increase of self-confidence. Improved relations between the child and his/her family and between the teachers and pupils were noticed in the relationship with the others. It is to be assumed that coordination of common actions of children, parents, teachers and other concerned assistance institutions had impact on the occurrence of these changes, as well as individualization of the assistance and anticipation of personal responsibility for a specific case management.

scholarly journals Kontribusi Kepercayaan Diri dan Kecerdasan Emosi terhadap Komunikasi Interpersonal Siswa serta Implikasinya dalam Pelayanan Bimbingan dan Konseling

Konselor ◽  
2016 ◽  
Vol 5 (3) ◽  
pp. 182
Author(s):  
Dika Sahputra ◽  
Syahniar Syahniar ◽  
Marjohan Marjohan
Keyword(s):  
Emotional Intelligence ◽  
The Self ◽  
Guidance And Counseling ◽  
Self Confidence ◽  
Two Factors ◽  
Level 3 ◽  
Research Findings ◽  
High Level ◽  
Level 2 ◽  
Test Result

This research isbackground by low ofstudents’ communication interpersonal. Self confidence and emotional intelligence were two factors assumed to affect communication interpersonal. The aims of this research were  to describethe contribution of the self confidence and emotional intelligencetowards communication interpersonal. This research applied quantitative method with a descriptive correlational. The population was all thestudents of SMA Negeri 8 Padang with the total of 764 students, and the samples were 263 students that were chosen by using proportional stratified random sampling.The instrument of the research was a likert scale. Validity test result of this self confidence’s instrument was 0.503, students’ emotional intelligence was 0.430, and communication interpersonal was 0.675. Reliability test result of self confidence’s instrument was 0.819, emotional intelligence was 0.888, and communication interpersonal was 0.902. The data  were analyzed by using descriptive statistics, simple and multiple regression. The research findings indicated that: (1) averagely, description of the self confidence was at high level, (2) emotional intelligence was at high level, (3)communication interpersonal was categorized at high level, (4) there was 19,6% (R=0.443, on significance 0.000) in self confidence contribution towards  communication interpersonal, (5) there was 33,1% (R=0.575, significance 0.000) in emotional intelligence towards communication interpersonal, (6) there was 33,2% (R=0.576, on significance 0.000) in contribution together with self confidence and emotional intelligence towards communication interpersonal. The implication of this research can be made as a need assessment to make a program of guidance and counseling service in SMA Negeri 8 Padang.

Overprotective, Percaya Diri dan Kemandirian Anak

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Lisda Sutanto
Keyword(s):  
Elementary School ◽  
Child Development ◽  
School Children ◽  
Significant Relationship ◽  
Elementary School Children ◽  
Sixth Grade ◽  
The Self ◽  
Self Report ◽  
Self Confidence ◽  
Research Findings

Abstract. This research aims to find out the relationships among over protect-tive and self-confidence with autonomy. The study involved 118 sixth grade elementary school children age 12 to 13 years to complete self-report of auto-nomy, overprotective and self-confidence. The results of data measurements were analyzed with multiple regression. The results of analysis showed: 1) there is a significant relationship between overprotective and self-confidence with autonomy, 2) there was no correlation between over protective with auto-nomy, and 3) there is a positive and significant relationship between the self-confidence and autonomy. The research findings are discussed in the context of child development. Keywords: overprotective, self-confidence, autonomy

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