scholarly journals PENGARUH PEMBELAJARAN KEWIRAUSAHAAN DAN MOTIVASI BERPRESTASI TERHADAP MINAT BERWIRAUSAHA MAHASISWA PENDIDIKAN AKUNTANSI FPEB UNIVERSITAS PENDIDIKAN INDONESIA

2021 ◽  
Vol 4 (1) ◽  
pp. 59-73
Author(s):  
Alif Fauzia Restiadi ◽  
Kurjono Kurjono ◽  
Yana Setiawan
Keyword(s):  
Achievement Motivation ◽  
T Test ◽  
Accounting Education ◽  
Research Use ◽  
Learning Achievement ◽  
Entrepreneurial Learning ◽  
Verification Methods ◽  
The Impact ◽  
Linearity Test ◽  
Learning And Achievement

This reseach present the lack of entrepreneurial intention in student, so the impact that has caused is an increase in the number or unemployment rate in Indonesia. The aims of this research are to describe the effect of entrepreneurial learning, achievement motivation and entrepreneurship intention, and also the effect of effect of entrepreneurial learning, achievement motivation on entrepreneurship intention of Accounting Education FPEB major student  period 2016, 2017 and 2018 at Indonesia University Of Education (Universitas Pendidikan Indonesia). Using Theory Behavior Planed, this research use descriptive and verification methods. The population of this study consist 254 Accounting Education, there are student class 2016, 2017, and 2018, with research sample of 155 Students. The research use random sampling method. The instrument validity was assessed by product moment correlation and the reliability by cronbach’s alpha, using questionnares as a data collection technic. The classic assumption test includes the normality test, the linearity test, the multicollinearity test, and the heteroscedasticity test. All data calculation is done by using Microsoft Statistical Product and Service Solution (SPSS) v25 and Microsoft excel 2016. From the calculation results of the t test on each variable entrepreneurial learning and, achievement motivation the result of  t-test shows tstatistic>ttabel , i.e. variable entrepreneurial learning obtained by tstatistic: 4.297 > ttabel : 1.97569 and variable achievement motivational obtained by tstatistic: 4.572 > ttabel : 1.97569. The result of study showed that entrepreneurial learning and achievement motivation has a positive effect on entrepreneurship intention of Students Accounting Education FPEB period 2015, 2016 and 2017 at Indonesia University of Education (Universitas Pendidikan Indonesia). The suggestions that can be given from this research are to increase the mindset, knowledge, skills and participation in learning and dare to start a business because it’s important in increasing interest in entrepreneurship.

scholarly journals Hubungan Motivasi Berprestasi dan Minat Berorganisasi Terhadap Indeks Prestasi Belajar Mahasiswa Pada Jurusan Pendidikan Teknik Informatika

2017 ◽  
Vol 6 (2) ◽  
pp. 267
Author(s):  
Ni Made Krisnamurti Udayani . ◽  
Dr. Ketut Agustini, S.Si, M.Si. . ◽  
Dr. Dewa Gede Hendra Divayana, S.Kom., M .
Keyword(s):  
Student Achievement ◽  
Correlation Coefficient ◽  
Achievement Motivation ◽  
Positive Relationship ◽  
Learning Achievement ◽  
Ex Post ◽  
Engineering Department ◽  
Ex Post Facto ◽  
Linearity Test ◽  
Academic Year

Penelitian ini bertujuan untuk mengetahui hubungan motivasi berprestasi dan minat berorganisasi terhadap indeks prestasi belajar mahasiswa pada Jurusan Pendidikan Teknik Informatika tahun ajaran 2016/2017. Penelitian ini adalah penelitian Ex Post Facto dengan teknik korelasional. Penelitian ini dilakukan di Jurusan Pendidikan Teknik Informatika, subyek yang diteliti adalah mahasiswa angkatan 2014 dan 2015 semester ganjil tahun ajaran 2016/2017 dengan jumlah sampel sebanyak 125 mahasiswa. Variabel yang diteliti adalah dua variabel bebas yaitu motivasi berprestasi dan minat berorganisasi, serta satu variabel terikat yaitu indeks prestasi belajar. Data motivasi berprestasi dan minat berorganisasi diperoleh melalui penyebaran angket, sedangkan untuk variabel indeks prestasi belajar diperoleh dari kartu hasil studi (KHS) dari masing-masing mahasiswa serta untuk mendapatkan penjelasan mengenai hubungan yang diberikan antar variabel penelitian dilakukan analisa dengan teknik korelasi dan regresi dengan terlebih dahulu melakukan uji prasyarat analisis yaitu uji normalitas, uji linieritas, uji multikolinieritas, dan uji heteroskedastisitas. Hasil penelitian menunjukkan Terdapat hubungan yang positif antara Motivasi Berprestasi terhadap Indeks Prestasi Belajar mahasiswa Jurusan Pendidikan Teknik Informatika Undiksha, dengan koefisien korelasi R sebesar 0,463 dan nilai probabilitas 0.000 dengan kata lain bahwa semakin tinggi skor motivasi berprestasi maka semakin tinggi pula hubungan terhadap indeks prestasi belajar. Terdapat hubungan yang positif antara Minat Berorganisasi terhadap Indeks Prestasi Belajar mahasiswa Jurusan Pendidikan Teknik Informatika Undiksha, dengan koefisien korelasi R sebesar 0,180 dan nilai probabilitas 0.000 dengan kata lain semakin tinggi skor minat berorganisasi maka semakin tinggi pula hubungan terhadap indeks prestasi belajar, dan terdapat hubungan yang positif antara Motivasi Berprestasi dan Minat Berorganisasi secara bersama-sama terhadap Indeks Prestasi Belajar mahasiswa Jurusan Pendidikan Teknik Informatika Undiksha, dengan koefisien korelasi R sebesar 0,540 dan nilai probabilitas 0.000 dengan kata lain bahwa jika variabel motivasi berprestasi (X1) dan minat berorganisasi (X2) meningkat secara bersama-sama maka akan diikuti dengan meningkatnya variabel indeks prestasi belajar (Y) mahasiswa pada Jurusan Pendidikan Teknik Informatika .Kata Kunci : Motivasi Berprestasi, Minat Berorganisasi, Indeks Prestasi Belajar This study aims to determine the correlation between achievement motivation and organizational interest trough grade point average of students in pendidikan teknik informatika academic year 2016/2017. This research is Ex Post Facto research with correlation technique. This research was conducted in the Department of Informatics Engineering, the subjects studied were the students of class of 2014 and 2015 odd semester of the academic year 2016/2017 with the number of samples of 125 students. The variables studied are two independent variables, namely achievement motivation and organizational interest, and one dependent variable is the learning achievement index. The data of achievement motivation and organizational interest were obtained through questionnaire, while for the variable of learning achievement index was obtained from the study result card (KHS) from each student and to get explanation about the relationship given between the variables of the study was done by correlation and regression analysis Used to perform prerequisite analysis test ie normality test, linearity test, multicollinearity test, and heteroscedasticity test. The results showed that there was a positive relationship between Achievement Motivation on Student Achievement Index of Education Department of Informatics Engineering Undiksha, with R correlation coefficient of 0,463 and probability value 0.000 in other words that the higher score achievement motivation hence the higher also relation to index of learning achievement. There is a positive relationship between the Interest of Organizing to the Student Achievement Index of Undiksha Informatics Engineering Department, with R correlation coefficient of 0,180 and the probability value 0.000. In other words, the higher the score of organizational interest, the higher the relation to the index of learning achievement, Positive relationship between Achievement Motivation and Interests Organize together to the Student Achievement Index of Undiksha Informatics Engineering Department, with R correlation coefficient of 0,540 and probability value 0.000 in other words that if the achievement motivation variable (X1) and organizational interest (X2) increases Together it will be followed by the increase of student achievement index variable (Y) students in the Department of Informatics Engineering Education.keyword : Achievement Motivation, interest Organize, Learning Achievement Index

scholarly journals MENINGKATKAN HASIL BELAJAR MATEMATIKA DENGAN BLENDED LEARNING DAN MOTIVASI BERPRESTASI SISWA

2012 ◽  
Vol 26 (XVII) ◽  
pp. 95-102
Author(s):  
Nurdin Ibrahim
Keyword(s):  
Secondary School ◽  
Blended Learning ◽  
Achievement Motivation ◽  
Survey Method ◽  
Learning Achievement ◽  
Positive Correlation ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Motivation And Learning ◽  
Learning And Achievement

The purpose of this research was to know the correlation between the blended learning or achievement motivation and learning achievement. Taking place in Open Junior Secondary School, Tanjung Priuk, affiliated to State Junior Secondary School, No. 55, Tanjung Priuk, the research was conducted as from May through June 2010. The research used survey method with statistical approach and the research focus are (a) the correlation between blended learning and learning achievement, (b) the correlation between achievement motivation and learning achievement, and (c) the correlation between both of blended learning and achievement motivation and learning achievement simultanously. The research proved (a) the positive correlation between blended learning and learning achievement, (b) the positive correlation between achievement motivation and learning avhievement, and (c) the positive correlation between both of blended learning and achievement motivation and learning achievement simultanously. In addition to the findings, the research also provided some suggestions related to instructional process

scholarly journals The influence of achievement motivation on learning achievement of Introduction to Accounting course

2021 ◽  
Vol 1 (1) ◽  
pp. 7-15
Author(s):  
Reyna Karlina ◽  
Yon Rizal ◽  
Pujiati Pujiati ◽  
Albet Maydiantoro
Keyword(s):  
Hypothesis Testing ◽  
Achievement Motivation ◽  
Economic Education ◽  
T Test ◽  
Education Students ◽  
Learning Achievement ◽  
Ex Post ◽  
Ex Post Facto ◽  
The University ◽  
Descriptive Method

This study aims to determine the influence of achievement motivation variable on learning achievement in Introduction to Accounting course of Economic Education students at the University of Lampung. The study employed a descriptive method using an ex-post facto approach and a survey with a population of 170. The research sample was determined through a purposive sampling with a total of 119 respondents. The data collected through a questionnaire were processed using SPSS to run partial hypothesis testing through t-test and simultaneous F-test. The results of this study indicate that there is an influence of achievement motivation on learning achievement in Introduction to Accounting course among Economic Education students at the University of Lampung.

scholarly journals Pengaruh Kemampuan Berpikir Kreatif dan Positif terhadap Prestasi Belajar Matematika

2017 ◽  
Vol 2 (1) ◽  
pp. 57
Author(s):  
Melia Kristania
Keyword(s):  
Creative Thinking ◽  
Hypothesis Test ◽  
Research Result ◽  
Positive Thinking ◽  
Mathematical Learning ◽  
Learning Achievement ◽  
Thinking Ability ◽  
Creative Thinking Ability ◽  
The Impact ◽  
Linearity Test

<p>Double regression of corrasional survey is aimed at, 1) acknowledging the impacts of both creative thinking ability and positive thinking on mathematical learning achievement all together 2) acknowledging the impacts of students’ creative thinking ability on mathematical learning achievement 3) acknowledging the impact of students’ positive thinking on mathematical learning achievement.  The  research was conducted at SMK Assalam, Kelurahan Cisalak, Cimanggis Districts, Depok in 2015/2016 by using simple random sampling with 93 respondents taken from the number of population reach as many as 122 respondents. The instrument used is test on variables of mathematical learning achievement and questionnaire on variables o creative thinking ability and positive thinking ability and all instruments have been empirically validated. Hypothesis test was conducted after the data fulfill in series of classic assumption test, i.e. normality test, linearity test and multicollinearity test. Hypothesis test with F<sub>test</sub> and <sub>test</sub>. The research result show that 1) there are significant impacts of both creative thinking ability and positive thinking on mathematical learning achievement all together 2) there aresignificant impacts of students’ creative thinking ability on mathematical learning achievement 3) there are significant impact of students’ positive thinking on mathematical learning achievement.<strong></strong></p>

scholarly journals Pengaruh Kedisiplinan dan Task Commitment terhadap Prestasi Belajar Matematika

2017 ◽  
Vol 2 (1) ◽  
pp. 80
Author(s):  
Anies Pianyta
Keyword(s):  
Hypothesis Test ◽  
Research Result ◽  
Simple Random Sampling ◽  
Mathematical Learning ◽  
Learning Achievement ◽  
National Education ◽  
The Impact ◽  
Linearity Test ◽  
And Task ◽  
Task Commitment

<p>This corrasional survey research with double regression analysis is aimed at 1) acknowledging the impacts of both discipline and task commitment on mathematical learning achievement all together 2) acknowledging the impacts of discipline on mathematical learning achievement 3) acknowledging the impact of task commitment on mathematical learning achievement.  The benefits of this research is to add knowledge  and  increase the quality of national education. This research was conducted at SMP PGRI Plumbon, Cirebon District in 2015/2016 by using simple random sampling with 56 respondents taken from the number of affordable population reach as many as 65 respondents. The instrument used is test on variables of mathematical learning achievement and questionnaire on variables of discipline and task commitment and all instruments have been empirically validated. Hypothesis is conducted after the data fulfill in series of classic assumption test, i.e. normality test, linearity test and multicollinearity test. Hypothesis test with F<sub>test</sub> and <sub>test</sub>. The research result show that 1) there are significant impacts of both discipline and task commitment on mathematical learning achievement all together about 37,3% 2) there are significant impacts of disciple on mathematical learning achievement about 20,8 %; 3) there are significant impacts of task commitment on mathematical learning achievement about 16,5%.</p>

scholarly journals The Influence of Project Based Learning and Motivation Achievement on Improving Writing Ability

2017 ◽  
Vol 2 (2) ◽  
pp. 70-77
Author(s):  
Hanafi Hanafi
Keyword(s):  
Data Analysis ◽  
Achievement Motivation ◽  
Experimental Research ◽  
Project Based Learning ◽  
T Test ◽  
The Other ◽  
Writing Ability ◽  
Writing Skill ◽  
Writing Competence ◽  
Learning And Achievement

Writing skill is one of the English skills which is often regarded as somethingdifficult to master. Students tend to have less attention to this skill. Even worse,some teachers also often lack of attention to it since it requires more time to checkthe students work on writing. Consequently, the students’ writing competenceis difficult to increase. To overcome the problem, the possible alternative theteacher can use is using Project Based Learning since the approach seems to beeffective to improve the students’ writing competence. The other aspect that can possibly influence the writing competence is Motivation Achievement. In this research, the problem investigated is whether or not there is influence usingProject Based Learning and Achievement Motivation in increasing writingability. The kind of research used is experimental research with nonrandomizedcontrol group pretest posttest design. The data analysis used is t-test usingSPSS version 21. The result of the research shows that Project Based Learninginfluences the students’ writing ability, while Achievement Motivation has nosignificant impact on the students’ writing ability.

scholarly journals Does Game-Based Vocabulary Learning APP Influence Chinese EFL Learners’ Vocabulary Achievement, Motivation, and Self-Confidence?

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402110030
Author(s):  
Rui Li
Keyword(s):  
Foreign Language ◽  
Achievement Motivation ◽  
Vocabulary Learning ◽  
Control Group ◽  
Learning Achievement ◽  
Efl Learners ◽  
Self Confidence ◽  
The Impact ◽  
Experimental Group ◽  
Vocabulary Achievement

Game-based vocabulary learning that is well documented to improve students’ vocabulary learning outcomes is gaining increasing attention. However, no consensus has been reached regarding the impact of game-based vocabulary learning application (APP) on the vocabulary learning achievement, motivation, and self-confidence among Chinese EFL (English as a foreign language) students, so large a population that should never be neglected. To address the issues, a total of 70 college students in two groups participated in a quasi-experiment. One is the experimental group in which students received the game-based vocabulary learning; the other is the control group in which students received the conventional paper-based wordlist learning. Each group consisted of 35 students. The experiment was carried out to evaluate how the implementation of game-based vocabulary learning influences students’ vocabulary learning achievement, motivation, and self-confidence. In addition, a regression analysis was exploited to examine the influence of motivation and self-confidence on vocabulary achievement. Results demonstrated that the game-based vocabulary learning APP benefited students in vocabulary achievement, motivation, and self-confidence. Furthermore, learning self-confidence and motivation did not predict learning achievement. Implications of the study were also given.

scholarly journals Pengaruh Motivasi Berprestasi dan Kemandirian Belajar terhadap Prestasi Belajar Matematika Siswa

2018 ◽  
Vol 3 (2) ◽  
pp. 157
Author(s):  
Ika Sufatihah
Keyword(s):  
Regression Analysis ◽  
Data Analysis ◽  
Achievement Motivation ◽  
Partial Correlation ◽  
Mathematics Learning ◽  
Report Card ◽  
T Test ◽  
Learning Achievement ◽  
Achievement Data ◽  
Motivation And Learning

<p><em>The purpose of this study was to determine the impacts of achievement motivation on student’s mathematics learning achievement. To know the impacts of learning independence on student’s mathematics learning achievement. To know the impacts of achievement motivation and learning independence on student’s mathematics learning achievement all together.the methode used in this reseach is survey methode. The numbers of sample are 80 students chosen randomly from all the students of x grade, state SMK in west Jakarta, semester 1 at academic years 2014/2015. Collecting data was conducted by quisionare spread for achievement motivation and learning independence, and report card semester 1 academic years 2014/2015 for student’s mathematics learning achievement. Data analysis used descriptive, statistic classical assumption test, partial correlation coefisient, double correlation coefisient and regression analysis. Sample are 80 students from 111 students. Regression analysis= </em><em>71.347+ 0.086X1 + (-0.48)x2, from the equation show that: 1) there are significant impacts of achievement motivation and learning independence on student’s mathematics learning achievement all together. F0 = .1.803 dan Sig. = 0.172 &gt; 0.05, 2) there are significant impacts of achievement motivation on student’s mathematics learning achievement. It is proven by t test= 1.688 and sig= 0.095&gt; 0.05, 3) there are significant impacts of learning independence on student’s mathematics learning achievement. It is proven by t test = -1.028 and sig= 0.307&gt;0.05</em></p>

scholarly journals Pengaruh Sikap Siswa pada Pelajaran Matematika dan Kemandirian Belajar Siswa terhadap Prestasi Belajar Matematika

2017 ◽  
Vol 2 (1) ◽  
pp. 93
Author(s):  
Yani Purnomo
Keyword(s):  
Research Result ◽  
Simple Random Sampling ◽  
Mathematical Learning ◽  
Learning Achievement ◽  
Normality Test ◽  
Result Show ◽  
In Series ◽  
The Impact ◽  
Linearity Test ◽  
Student’S Attitude

<p>This survey research with double regression analysis is aimed at 1) acknowledging the impacts of both student’s attitude on mathematics and student’s learning independence on mathematical learning achievement all together 2) acknowledging the impacts of student’s attitude on mathematical learning achievement 3) acknowledging the impact of student’s learning independence on mathematical learning achievement. The research was conducted at SMP Negeri 2 Taman Sari, Bogor, West Java in 2015/2016 by using simple random sampling with 72 respondents taken from the number of affordable population reach as many as 255 respondents. The instrument used is test on variables of mathematical learning achievement and questionnaire on variables of student’s attitude on mathematics and student’s learning independence and all instruments have been empirically validated. Hypothesis is conducted with F test and  test after the data fulfill in series of classic assumption test, i.e. normality test, linearity test and multicollinearity test. The research result show that 1) there are significant impacts of both student’s attitude on mathematics and student’s learning independence all together on mathematical learning achievement, 2) there are significant impacts of student’s attitude on mathematical learning achievement, 3) there are significant impacts of student’s learning independence on mathematical learning achievement.<strong></strong></p>

scholarly journals On the Effect of Goal Setting on Self-Directed Learning, Achievement Motivation, and Academic Achievement among Students

2016 ◽  
Vol 11 (1) ◽  
pp. 37
Author(s):  
Fatemeh Hematian ◽  
Ali Mohammad Rezaei ◽  
Mohammad Ali Mohammadyfar
Keyword(s):  
Academic Achievement ◽  
Goal Setting ◽  
Achievement Motivation ◽  
Control Group ◽  
Self Directed Learning ◽  
School Students ◽  
Learning Achievement ◽  
Grade Point ◽  
Directed Learning ◽  
Learning And Achievement

This study aimed to investigate the effect of goal setting on self-directed learning, achievement motivation, and academic achievement in students. All secondary school students at eighth grade in Semnan city in 2015 constituted the population of the study. From among this population, the number of 40 students with the lowest scores in self-directed learning and achievement motivation was randomly selected as the sample. Then, these students were equally placed in two experimental and control groups. In the next stage, the pretest was administered to both groups and the experimental group received nine training sessions of self-directed learning. It is noteworthy that the control group received no intervention. In this study, pretest-posttest along with control group design was used. Fisher, King & Tague's Self-Directed Learning Readiness Scale and Herman's Questionnaire Measure of Achievement Motivation along with students' grade point average scores (first semester as the pretest and second semester as the posttest) were used for data collection purposes. Next, data analysis was performed using multivariate MANCOVA and univariate ANCOVA. The results showed that teaching of goal setting had a significant effect on the improvement of self-directed learning and achievement motivation; however, it had no significant effect on students' academic achievement. According to the obtained results, it is recommended that goal setting be taught to promote self-directed learning and achievement motivation.

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