Enhancing Student Creativity and Learning Motivation through Peer Interpersonal Feedback Strategy

2012 ◽  
Vol 14 (1) ◽  
Keyword(s):  
Learning Motivation ◽  
Feedback Strategy ◽  
Interpersonal Feedback

Learning Motivation of Adults Involved in AAC Intervention

2011 ◽  
Vol 20 (2) ◽  
pp. 69-74 ◽  
Author(s):  
Amber Thiessen ◽  
Christy Horn ◽  
David Beukelman ◽  
Sarah E. Wallace
Keyword(s):  
Adult Learners ◽  
Augmentative And Alternative Communication ◽  
Learning Motivation ◽  
Alternative Communication ◽  
Key Characteristics

Abstract The augmentative and alternative communication (AAC) personnel framework identifies the various types of people involved in successful AAC interventions. The purposes of this article are to summarize information in the AAC intervention literature that documents the role and impact of various AAC personnel, describe key characteristics of adult learners, and review research that focuses on learning motivations and preferences of adults within the AAC framework.

Learning Motivation in E-Learning Questionnaire

2010 ◽  
Author(s):  
Kris M. Y. Law ◽  
Victor C. S. Lee ◽  
Y. T. Yu
Keyword(s):  
Learning Motivation ◽  
E Learning

Implementasi Pembelajaran Kontekstual berpendekatan Learning Community pada Bidang Studi Fiqh dalam Meningkatkan Motivasi dan Prestasi Belajar Siswa MI Mambaul Hidayah Mengelo Sooko Mojokerto

2018 ◽  
Vol 1 (2) ◽  
pp. 57
Author(s):  
Masadah Masadah
Keyword(s):  
Learning Community ◽  
Descriptive Analysis ◽  
Visual Presentation ◽  
Contextual Learning ◽  
Learning Motivation ◽  
Human Beings ◽  
Action Execution ◽  
Average Value ◽  
Community Approach ◽  
Motivation And Achievement

Education is a conscious and systematic effort not only to humanize human beings but also for human beings to realize their position as khalifatullah fil ardhi, which in turn will increasingly increase itself to be a pious, faithful, knowledgeable and virtuous man. In general the problems formulated in this research is whether Implementation of Contextual Learning with Learning Community approach can improve student's motivation and achievement in FIQH study field? How Implementation of Contextual Learning has a Learning Community approach that can improve students' motivation and achievement in FIQH? Field. This research was conducted in Mojokerto Regency, precisely at MI Mambaul Hidayah Mengelo Sooko Mojokerto. This research is a classroom action research with collaborative type. This research phase follows a model developed by Kemmis and Taggart, which is a spiral cycle that includes planning activities, action execution, observation, and reflection. The data collection techniques used are: (1) observation; (2) measurement of learning result test; and (3) documentation. Data obtained from the action are then analyzed. Qualitative data consisting of observation and documentation are analyzed qualitatively, while data collected in the form of numbers or quantitative data, simply by using descriptive analysis and visual presentation. Based on the results of research that has been implemented can be concluded that the Implementation of Contextual Learning with Learning Community approach can improve student's motivation and achievement in the field of FIQH study. From the data in the field shows that there is an increase in student learning motivation that the initial average value of pre-test of 20 increased to 24 or about 20% in cycle I, in cycle II more increased to 31 or about 55%, and in cycle III the more increased to 45 or about 125%. Level of increase between cycle I with cycle II about 29%, between cycle II with cycle III about 45%, between cycle III with cycle I about 87%. With the increase of students' learning motivation, their learning achievement also increased, whereas the average value of pre test of 6.60 increased to 6.84 or about 4% in cycle I, in cycle II more increased again to 7.75 or about 17 %, and in cycle III it increases to 8.80 or about 35%. The level of improvement between cycle I with cycle II is about 13%, between cycle II with cycle III about 15%, between cycle III with cycle I about 30%.

IMPELEMENTATION OF SELF-REGULATED LEARNING ON JUNIOR HIGH SCHOOL STUDENT OF LOW SOCIOECONOMIC STATUS

2020 ◽  
Vol 2 (1) ◽  
pp. 1-15
Author(s):  
Fatin Rohmah Wahidah ◽  
Farida Kurniawati
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Learning Motivation ◽  
Learning Abilities ◽  
Low Socioeconomic ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Subject ◽  
Motivation And Learning

The purpose of this study was to determine the application of self-regulated learning interventions to increase learning motivation and learning abilities in junior high school students who come from families with low socioeconomic levels. The intervention was given for five sessions through psychoeducation and assignments. The subject of this study is a male, 15 years old. This study uses a qualitative method with a case study approach. Data analysis using triangulation techniques. The results of the analysis of observations, interviews, and assignment documents show that there are differences before and after the subject was given intervention. In general, self-regulated learning intervention has a positive impact on learning motivation and learning abilities of the subject. Several factors that support and inhibit intervention were explained. Some suggestions are given to develop the further intervention.

The Effect of Jigsaw Methode and Motivation on Students’ of Learning Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 20-30
Author(s):  
Yunita Yunita ◽  
Hidayat Hidayat ◽  
Harun Sitompul
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Learning Approaches ◽  
High Learning ◽  
Average Value ◽  
The Difference ◽  
Low Motivation

This study aims to: (1) investigate the effect of Jigsaw cooperative learning on students learning outcomes; (2) find the difference in learning outcomes between high and low learning motivation and (3) find the interaction between learning approaches and learning motivation towards learning outcomes. The population of the study is students of grade IVa, IVb, IVc at SD Kasih Ibu Patumbak and the sample in this study is grade IVa with 35 students and grade IVb with 35 students. The results show that: (1) the average student learning outcomes of jigsaw cooperative learning is 28.40 while conventional is 24.14. Thus, students learning outcomes that get cooperative learning of jigsaw type are higher than conventional learning, (2) Students who have high motivation get an average value = 30.74, while low motivation is 22.72. Thus, it can be concluded that there are differences in student learning outcomes having high learning motivation and low learning motivation, and (3) students learning outcomes  taught by jigsaw cooperative learning are high learning motivation groups (32.94), and low learning motivation groups (24.58), while students taught with conventional learning are high learning motivation groups (28.40 ), and low motivation groups (20,95). Thus, there is no interaction between learning approaches and learning motivation towards learning outcomes.

MENINGKATKAN PRESTASI BELAJAR IPS MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW PADA SISWA KELAS VI SD NEGERI 020 TEMBILAHAN HILIR

2018 ◽  
Vol 2 (1) ◽  
pp. 40
Author(s):  
St. Hadijah
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Positive Impact ◽  
Positive Influence ◽  
Learning Motivation ◽  
Research Activity ◽  
Learning Achievement ◽  
Action Analysis

The study aims to explain the effect of Jigsaw type cooperative learning on the IPS learning outcomes and howfar the comprehension and mastery of IPS subjects after the implementation of Jigsaw type cooperative learningon the students of class VI of SD Negeri 020 Tembilahan Hilir. This research activity was conducted at SDNegeri 020 Tembilahan Hilir. This research was conducted in October odd semester of academic year2016/2017 with subject of 20 students. The study was conducted in two cycles with qualitative descriptivetechnique. The results of the action analysis show that: First, Jigsaw type cooperative learning has a positiveimpact in improving students 'learning achievement marked by the improvement of students' learning mastery inevery cycle, that is cycle I (60.00%) and cycle II (90.00%). Second, the application of cooperative learning typeJigsaw has a positive influence, which can improve students' learning motivation in IPS learning, it is shown byenthusiastic students who stated that students are interested and interested in cooperative learning type Jigsawso they become motivated to learn. Third, Jigsaw type cooperative learning has a positive impact on cooperationamong students, it is shown that there is a responsibility in groups where students are better able to teach theirless fortunate friends.

The Effect of Realistic Mathematic Approach on Students’ Learning Motivation

2019 ◽  
Vol 2 (2) ◽  
pp. 145
Author(s):  
Shindy Lestari ◽  
Syahrilfuddin Syahrilfuddin ◽  
Neni Hermita ◽  
Zetra Hainul Putra
Keyword(s):  
Public School ◽  
Research Method ◽  
T Test ◽  
Learning Motivation ◽  
Fifth Grade ◽  
Average Score ◽  
Mathematical Approach ◽  
Fifth Grade Students ◽  
Post Test ◽  
Realistic Mathematic

This research is to determine the effect of realistic mathematical approach on students’ learning motivation. The research method is pre-experiment of one group pretest posttest design. This study was conducted with 34 fifth grade students from a public school in Pekanbaru, Indonesia. The results indicate that students’ learning motivation significantly increases. Among six indicators measuring students’ learning motivation, the indicator of interesting activities in learning is the most increase, from 80.76% in pre-test to 86.40% in post-test. The average score of pretest in form of students’ learning motivation questionnaire before applying treatment was 90.56 while score posttest after treatment was 95,09 and the results of the research hypotheses using the comparative t-test tcount (6.997) > ttable (2.039). This means that there is an effect of applying the realistic mathematical approach to students’ learning motivation.

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