This study aimed to analyze the effect of intrinsic learning motivation and school learning environment on economics learning outcome partially and simultaneously. Population and sample of this study was 87 X grade students of accounting at SMK Wijaya Putra Surabaya. Data gathering techniques used were questionnaires and documentations. Analysis method used was multiple linear regressions. The result of the study showed that intrinsic learning motivation and school learning environment partially affected learning outcomes significantly positive. Intrinsic learning motivation and school learning environment simultaneously affected learning outcomes significantly positive.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure
of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in
examinations and the quality of education in general is unsatisfactory and inadequate. The paper sought to determine
the contribution of teacher qualification to students’ scores. The study adopted the Theory of Organisational Climate
which defines organisational climate as the human environment within which an organization’s employees do their
work. A case study and survey design was used. Purposive sampling was used to identify the four schools under study
and form three students. Simple random sampling was used to select the respondents of the study. Data was analyzed
using both qualitative and quantitative using descriptive statistics in particular percentages and means. The study
found that teachers’ qualifications affect teaching ability while knowledge of teachers’ subject was among the major
teacher factors contributing to students’ academic achievements.
Teachers’ Perceptions and Practices of Classroom Assessment in Secondary Scho...Md. Mehadi Rahman
Classroom assessment is an essential part of education. The study investigated teachers’ perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to understand and to support both teaching and learning processes and how their perception is related with their classroom assessment practice. The study was mainly quantitative with some integration of qualitative approach. Data sources were secondary science teachers and their science classrooms. The study used a questionnaire to establish the teachers’ perceptions of classroom assessment in science, a lesson observation protocol, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka city. The findings suggest that teachers perceive classroom assessment as summative assessment. What teachers said about their classroom assessment practice was not reflected during their teaching. Therefore, the teachers’ perceptions of classroom assessment have no significant relation with their classroom assessment practices.
Abstract- This research aims to know how the effect of learning model logan avenue problem solving heuristic to the student’s learning activity of the social programme X.I at SMAN 1 Bukit Tinggi, West Sumatera. The methodology of the research which is used in this research is experimental research. The population of this research amounts 151 students. The sample used in this research is cluster random sampling. So that the sample of social programme XI class is 30 studends. The technique of data analysis is observaion data analysis, pretest and hypothesis test. Based on the research done , it consists of significant effect of using learning model logan avenue problem solving heuristic to the student’s learning activity of social programme X.I at SMAN 1 Bukit Tinggi, West Sumatera.
Scientific Learning Skill Of Islamic School Teachers And Students In Indonesiaiosrjce
The recent policy of education in Indonesia is a learning strategy called "Scientific Learning". To be
able to implement this policy, it must be made clear indicators of scientific learning. This study aims to explore
the scientific learning indicators both for teachers and students. Results of the research found that indicators of
scientific learning skills of teachers and students are different. Teacher’s scientific learning skills include:
organize object study, monitor students' activities, facilitate strudents' problem, and evaluate students' progress.
While the students’ scientific learning skills include basic and integrated skills. Basic skill intended for primary
education, while the integrated skills for secondary and higher education. The reseach was done in elementary
school so it is describe basic skill. Students’ basis skill include: ability to observe, classify, communicate,
conclude, measure, and guest. The result showed that the average score of teacher’s scientific learning is 3.475
(maximum score is 4.000). The average score of students’ scientific learning skill is 3.567. The students’
scientific learning skill is strongly influenced by the skill of teachers in implementing the learning process or
otherwise affected by scientific learning skill of teacher. The program to improve teacher’s scientific learning
skill is still required even though the mean scores in the high position. There needs to be researched
relationship of scientific learning skill between teachers and students.
Enhancing Primary Mathematics learning using assessment practices: an initiat...inventionjournals
ABSTRACT : This paper attempts to study two important aspects: (1) To foster the skills for quality assessment in mathematics among prospective teachers. (2) To explore the extent to which these practices helped in improving quality of learning as well as teaching. The study has been done in MCD primary schools from class II to V with the involvement of pre-service B.El.Ed teachers, during their primary school internship in 4th year. The study comprises four phases, In the first phase, authors did a survey of the assessment practices that have been followed in these schools. Second phase comprised making student-teachers aware of the assessment practices going on in the schools, reviewing it critically, orienting them to prepare assessment profiles of their students. In the third Phase, students implemented these assessment practices in their respective classes for around three months under the supervision of authors. The final phase allowed a discussion with student-teachers and analysed the feedback of pre-service teachers as how these assessment practices helped them to take up decision regarding teaching as well as students‟ progress in understanding the concepts. Findings revealed that these assessment practices helped interns to monitor and modify their pedagogy. Further, Responses of the students in the assessment tasks improved progressively. However, some of the Interns faced many challenges related to recording individual progress, to assess through students responses while teaching as it became difficult for them to interpret individual responses.
EFFORTS TO IMPROVE IPA LEARNING OUTCOMES THROUGH DEMONSTRATION LEARNING MODELSM. Ifaldi Sidik
This study aims to obtain information and find out about efforts to improve learning outcomes of science through the DEMONTRATION learning model. This type of research is classroom action research. The subjects of this study were in class VIII.3 at SMPN 1 Sintuk Toboh Gadang with 29 students. This research uses a qualitative approach. Research procedures include planning, implementing, observing, and reflecting. This research was conducted in two cycles and was conducted in collaboration between the researcher and the observer. The techniques used in data collection are observation, tests, field notes and documentation. Data analysis uses percentages. The results of this study indicate that student learning outcomes in the science learning process by using DEMONTRATION can improve student learning outcomes.
Impact of a Public Examination Change on Teachers’ Perceptions and Attitudes ...iosrjce
The effect of language tests on teaching and learning is described in language education as
“washback”. Highstakes public examinations, thus, are often used as tools of control in the school system.
Recently, the Libyan Education Authority adopted major changes into the existing Basic Education Certificate
Examination (BECE) in English aiming to promote a positive washback effect on classroom teaching. This
paper investigates the kind of relationship between testing and teaching according to teachers’ beliefs and
perceptions of the introduced exam. To address these issues, the mixed method approach was utilized:
questionnaires were distributed to 100 teachers and interviews were conducted with the examination board
director and 11 teachers from the same sample surveyed. The study found that teachers expressed negative
rather than positive views towards the exam. Teachers criticized the exam especially in terms of practicality and
content validity as most teachers declared that congruence between the new exam and the curriculum is
tenuous. However, teachers welcomed the policy regarding exam format and style. While some desired aims
were achieved through the exam, others were not. Findings showed that the exam did exert washback effect in
that teachers experienced and/or implemented changes in their classroom instructional practices. Thus findings
indicated that exams did exert washback on teachers’ attitudes and beliefs towards their classroom teaching.
However, particularly in this study, data was self-reported via questionnaires and interviews, classroom
observations would have provided more tangible evidence on teachers' actual classroom teaching practices as a
result of exam change
This content consists of 'Andragogy and Assessment' presented by Dr. A. Veliappan, Assistant Professor, Department of Education, Manonmaniam Sundaranar University, Tiruenelveli, Tamil Nadu. in the webinar series 4 hosted by the Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu.
An Assessment of Professional Standards exhibited by Teacher Educators in Col...Premier Publishers
Multiple measures capturing different aspects of teacher educators’ performances, including analysis of artefacts, self-report and student survey are being encouraged in teacher evaluation. The current professional standards developed by the National Commission for Colleges of Education (NCCE) in Nigeria included the use of students’ observation of some aspects of teacher educators’ practices in their evaluation. In this study, the teacher educators’ performance on some of the professional standards was assessed using students’ ratings. A questionnaire was used to gather the required data. The findings of this study suggest that the students perceived that the teacher educators exhibited the following attributes
i. Foster scientific enquiry within instructional framework.
ii. Create enabling learning environment.
iii. Use formal and informal assessment strategies to evaluate students’ progress.
iv. Demonstrate professional values and practices that support teacher education programme. The findings further suggest that the students did not perceive that the teacher educators employed diverse instructional resources in their classroom. It is concluded on the basis of the findings that students’ ratings/feedback could be considered a valid source of information on some teacher educators’ performances, and should be harnessed in the assessment process.
Teachers’ Perceptions and Practices of Classroom Assessment in Secondary Scho...Md. Mehadi Rahman
Classroom assessment is an essential part of education. The study investigated teachers’ perceptions of classroom assessment and their current classroom assessments practices in secondary science in Bangladesh. Specifically, the study sought to gain an understanding of to what extent teachers use different classroom assessment strategies to understand and to support both teaching and learning processes and how their perception is related with their classroom assessment practice. The study was mainly quantitative with some integration of qualitative approach. Data sources were secondary science teachers and their science classrooms. The study used a questionnaire to establish the teachers’ perceptions of classroom assessment in science, a lesson observation protocol, and pre-lesson and post-lesson observation interview protocols as main sources of data collection. A total of thirty teachers (twenty male and ten female) were chosen randomly from six secondary schools in Dhaka city. The findings suggest that teachers perceive classroom assessment as summative assessment. What teachers said about their classroom assessment practice was not reflected during their teaching. Therefore, the teachers’ perceptions of classroom assessment have no significant relation with their classroom assessment practices.
Abstract- This research aims to know how the effect of learning model logan avenue problem solving heuristic to the student’s learning activity of the social programme X.I at SMAN 1 Bukit Tinggi, West Sumatera. The methodology of the research which is used in this research is experimental research. The population of this research amounts 151 students. The sample used in this research is cluster random sampling. So that the sample of social programme XI class is 30 studends. The technique of data analysis is observaion data analysis, pretest and hypothesis test. Based on the research done , it consists of significant effect of using learning model logan avenue problem solving heuristic to the student’s learning activity of social programme X.I at SMAN 1 Bukit Tinggi, West Sumatera.
Scientific Learning Skill Of Islamic School Teachers And Students In Indonesiaiosrjce
The recent policy of education in Indonesia is a learning strategy called "Scientific Learning". To be
able to implement this policy, it must be made clear indicators of scientific learning. This study aims to explore
the scientific learning indicators both for teachers and students. Results of the research found that indicators of
scientific learning skills of teachers and students are different. Teacher’s scientific learning skills include:
organize object study, monitor students' activities, facilitate strudents' problem, and evaluate students' progress.
While the students’ scientific learning skills include basic and integrated skills. Basic skill intended for primary
education, while the integrated skills for secondary and higher education. The reseach was done in elementary
school so it is describe basic skill. Students’ basis skill include: ability to observe, classify, communicate,
conclude, measure, and guest. The result showed that the average score of teacher’s scientific learning is 3.475
(maximum score is 4.000). The average score of students’ scientific learning skill is 3.567. The students’
scientific learning skill is strongly influenced by the skill of teachers in implementing the learning process or
otherwise affected by scientific learning skill of teacher. The program to improve teacher’s scientific learning
skill is still required even though the mean scores in the high position. There needs to be researched
relationship of scientific learning skill between teachers and students.
Enhancing Primary Mathematics learning using assessment practices: an initiat...inventionjournals
ABSTRACT : This paper attempts to study two important aspects: (1) To foster the skills for quality assessment in mathematics among prospective teachers. (2) To explore the extent to which these practices helped in improving quality of learning as well as teaching. The study has been done in MCD primary schools from class II to V with the involvement of pre-service B.El.Ed teachers, during their primary school internship in 4th year. The study comprises four phases, In the first phase, authors did a survey of the assessment practices that have been followed in these schools. Second phase comprised making student-teachers aware of the assessment practices going on in the schools, reviewing it critically, orienting them to prepare assessment profiles of their students. In the third Phase, students implemented these assessment practices in their respective classes for around three months under the supervision of authors. The final phase allowed a discussion with student-teachers and analysed the feedback of pre-service teachers as how these assessment practices helped them to take up decision regarding teaching as well as students‟ progress in understanding the concepts. Findings revealed that these assessment practices helped interns to monitor and modify their pedagogy. Further, Responses of the students in the assessment tasks improved progressively. However, some of the Interns faced many challenges related to recording individual progress, to assess through students responses while teaching as it became difficult for them to interpret individual responses.
EFFORTS TO IMPROVE IPA LEARNING OUTCOMES THROUGH DEMONSTRATION LEARNING MODELSM. Ifaldi Sidik
This study aims to obtain information and find out about efforts to improve learning outcomes of science through the DEMONTRATION learning model. This type of research is classroom action research. The subjects of this study were in class VIII.3 at SMPN 1 Sintuk Toboh Gadang with 29 students. This research uses a qualitative approach. Research procedures include planning, implementing, observing, and reflecting. This research was conducted in two cycles and was conducted in collaboration between the researcher and the observer. The techniques used in data collection are observation, tests, field notes and documentation. Data analysis uses percentages. The results of this study indicate that student learning outcomes in the science learning process by using DEMONTRATION can improve student learning outcomes.
Impact of a Public Examination Change on Teachers’ Perceptions and Attitudes ...iosrjce
The effect of language tests on teaching and learning is described in language education as
“washback”. Highstakes public examinations, thus, are often used as tools of control in the school system.
Recently, the Libyan Education Authority adopted major changes into the existing Basic Education Certificate
Examination (BECE) in English aiming to promote a positive washback effect on classroom teaching. This
paper investigates the kind of relationship between testing and teaching according to teachers’ beliefs and
perceptions of the introduced exam. To address these issues, the mixed method approach was utilized:
questionnaires were distributed to 100 teachers and interviews were conducted with the examination board
director and 11 teachers from the same sample surveyed. The study found that teachers expressed negative
rather than positive views towards the exam. Teachers criticized the exam especially in terms of practicality and
content validity as most teachers declared that congruence between the new exam and the curriculum is
tenuous. However, teachers welcomed the policy regarding exam format and style. While some desired aims
were achieved through the exam, others were not. Findings showed that the exam did exert washback effect in
that teachers experienced and/or implemented changes in their classroom instructional practices. Thus findings
indicated that exams did exert washback on teachers’ attitudes and beliefs towards their classroom teaching.
However, particularly in this study, data was self-reported via questionnaires and interviews, classroom
observations would have provided more tangible evidence on teachers' actual classroom teaching practices as a
result of exam change
This content consists of 'Andragogy and Assessment' presented by Dr. A. Veliappan, Assistant Professor, Department of Education, Manonmaniam Sundaranar University, Tiruenelveli, Tamil Nadu. in the webinar series 4 hosted by the Department of Education, Manonmaniam Sundaranar University, Tirunelveli, Tamil Nadu.
An Assessment of Professional Standards exhibited by Teacher Educators in Col...Premier Publishers
Multiple measures capturing different aspects of teacher educators’ performances, including analysis of artefacts, self-report and student survey are being encouraged in teacher evaluation. The current professional standards developed by the National Commission for Colleges of Education (NCCE) in Nigeria included the use of students’ observation of some aspects of teacher educators’ practices in their evaluation. In this study, the teacher educators’ performance on some of the professional standards was assessed using students’ ratings. A questionnaire was used to gather the required data. The findings of this study suggest that the students perceived that the teacher educators exhibited the following attributes
i. Foster scientific enquiry within instructional framework.
ii. Create enabling learning environment.
iii. Use formal and informal assessment strategies to evaluate students’ progress.
iv. Demonstrate professional values and practices that support teacher education programme. The findings further suggest that the students did not perceive that the teacher educators employed diverse instructional resources in their classroom. It is concluded on the basis of the findings that students’ ratings/feedback could be considered a valid source of information on some teacher educators’ performances, and should be harnessed in the assessment process.
COMPARATIVE ANALYSIS OF TWO MAJOR HOSPITAL FIRESZuhal Şimşek
Both in terms of their functions and occupancy characteristics,
hospitals require special design criteria and safety measures. Protection of
users and ensuring their safety is important during a fire and during the
follow-up phases of to sustain treatment of patients. Hospital fire is a
disaster that is frequently encountered today as was the case in the past.
With advances in treatment and care conditions in hospitals it is considered
that fire safety measures are more likely to develop in the light of
technological advances in these buildings. Adapting the measures to be taken
by examining the factors causing the start and spread of these fires to
existing and new hospitals will help preventing new disasters and ensuring
safety of hospitals and patients. For this purpose similar aspects of “Bursa
Şevket Yılmaz Hospital fire” where 9 patients died and “Cleveland hospital
fire” where 121 patients died are explained and the progress of the measures
within this time period is discussed. This analysis will help to correct the
deficiencies that affect the start and spread of fire and to design hospitals
with fire safety.
School effectiveness-and-improvement-contribution-of-teacher-qualification-to...oircjournals
School examination results the world over are arguably the most important measure of perceived success or failure of a candidate. It has been pointed out by the Nyanza Provincial Education Board that the province’s performance in examinations and the quality of education in general is unsatisfactory and inadequate.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online
Searching for the relationship between secondary schools students' motivation...inventionjournals
This study aims to search students' science learning motivation in relation with some variables (such as having a separate study room at home and a personal computer) and the effect of motivational factors on students' science achievement. In the study, descriptive corelational survey model has been used to examine students' motivation in relation with some variables and to search the relationship between students' science learning motivation and their TEOG exam scores. The sample of the study consisted of 232 8th grade students attending 3 state secondary schools in Kahramanmaraş during 2013-2014 academic year. Students' motivation level has been determined by administering SMTSL. Students' average scores of the TEOG exam have been considered as their science achievement. The findings show that female students’ motivation level is higher than the male students. In addition, it has been observed that female students’ motivation is higher in sub-categories of active learning strategies, science learning value and achievement goal. There is a direct relationship between the students’ motivation and their TEOG scores. This shows that students with higher levels of motivation have higher success in TEOG.
Influence of Assessment Process on Students Higher Order Learning in Science ...iosrjce
The study is an attempt to find out the influence of assessment process on students higher order
learning in science subjects in Bangladesh. The main objectives of the study are: (i) to identify the nature of the
question items of science subjects, (ii) to examine what kind of learning is influenced by the question items, and
(iii) to identify the role of science exams on students higher order learning. Findings of the study showed that,
majority of the science question items are mostly knowledge based. The nature of the items mainly demanded
the memorizing ability of the learners and it can be said that simple learning or straightforward learning skills
like memorizing is influenced heavily by the question items. It is also found unlikely but truly that; the question
items do not play any significant role on students higher order learning. The foregoing discussions suggest that
the nature of the assessment process used at the examinations make a bad or negative impact on students
learning. Therefore, the nature of the question items of the science examination should be changed for
influencing the students higher order learning and it should cover all the sub-domain of the cognitive domain of
learning. The items should be designed in such a way that it encourages the students for self-thinking
Motivational Factors and Motivating Level of College Teachers under Self-Fina...paperpublications3
Abstract: Teachers play a very important role in the learning process of students who idealize teachers and try to copy them. So Teachers' commitment is thought to decrease progressively over the course of their teaching career. This study was an effort to identify the motivational factors, motivation level and effect of motivation towards organizational commitment of self-finance teachers in Arts and Science colleges of Madurai District. Educational institutions are faced with the problems of motivational level of their staff, so this study is designed to address that which factors promote motivation and motivational level of self -finance teachers. To assess the level of motivation among the self -finance college teachers perceived by them and find out the reason for organizational commitment towards motivation of self - Finance College teachers. the result is show on The study result expressed that the majority of the self-finance teachers view that good relationship with colleagues and student’s community is the most important factor which make the teachers committed with their institution. Teachers’ performance in Colleges is to be improved, it is necessary to pay attention to the kind of work environment that enhances teachers’ sense of professionalism and decrease their job dissatisfaction.
The Implementation of Cooperative Learning Model Rally Robbin And Fan-N-Pick ...inventionjournals
This study aims to describe the application of Rally Robbin and Fan-N-Pick learning models in classroom learning, and how to improve students’ self-esteem and learning outcomes of the fifth-grade students of SDN Purwantoro 8 Malang through the implementation of Rally Robbin and Fan-N-Pick learning models. This research is a classroom action research (CAR) with the subject of the fifth-grade students of SDN Purwantoro 8 Malang. The data collection of this research used observation method, interview, test and documentation. The technique used in this research is qualitative data analysis consisting of: 1) reducing data, 2) presenting the data, 3) inferencing the result of analysis. The procedures in this study used the model developed by Kemmis and Taggart. Based on the results of data analysis obtained it was found that: 1) implementation of Rally Robbin and Fan-N-Pick learning model on the fifth-grade students of SDN Purwantoro 8 Malang is well performed; 2) the implementation of Rally Robbin and Fan-N-Pick learning models can improve students’ self-esteem; And 3) the adoption of Rally Robbin and Fan-N-Pick models can improve students’ learning outcomes
AbstractStudent motivation holds a key in educational reforms in.docxransayo
Abstract
Student motivation holds a key in educational reforms in South Korea and Saudi Arabia. Motivating students to perform well in school requires knowledge of internal and external factors within the educational system. This research used a review of literature and explored both intrinsic and extrinsic factors in students, in teachers, and in the school systems, comparing student motivation in South Korea and Saudi Arabian schools. The analysis indicated that South Korean schools performed better than Saudi Arabian schools in academics. Both nations maintain advanced school facilities with similar systems, yet in the research one major discrepancy in academic performance emerged and showed differences in student motivation. For Saudi Arabian schools to improve student motivation, recommendations include observing motivating factors used in South Korea where emphasis is placed on the student’s learning and student involvement.
Keyword: student’s motivation, classrooms, schools, internal factors, external factors, teachers.
Comparing Internal and External Factors of Student Motivation
in Saudi Arabian and South Korean Schools
Motivation is a unique phenomenon. Merriam Webster online dictionary defines motivation as an influence that causes someone to do something. This definition does not deviate from how psychological scholars define motivation. In the wider field of psychology, studies indicate that there must be a force that drives somebody to behave in a particular way, especially when it comes to fulfilling personal goals (Oniyama & Oniyama, 2005). Student motivation is described as the ability to stimulate young academic learners to behave in a desirable way that favors quality outcomes. Student motivation enhances the productivity of students in academics and also in sports among other extracurricular activities (Christiana, 2009).
Without motivational factors within a school environment or any other organizational environment in general, productivity goes down. There are two types of motivation; extrinsic (external) motivation and intrinsic (internal) motivation (Christiana, 2009). Analysts sometimes refer to intrinsic motivation as self-motivation, propelled by the need to fulfill personal desires. These aspects are relevant in promoting student motivation. Internal and external factors have to be put into perspective to achieve the full package of the intended results.
This study expounded on student motivation, an aspect that is not limited by geographical boundaries but rather it affects students worldwide. Regardless of racial, social,or economic reasons people are different; motivational force is what determines how students tend to perform in school (Tiwari, Tiwari,& Sharma, 2014). What stimulates students to perform in a particular way is a set of standards. The include simple aspects such as effectiveness of the classroom environment. Education requires enough resources for the students and teachers included.
HOMEWORK BEHAVIOR AND LEARNING STRATEGIES ON STUDENTS’ ACADEMIC PERFOMANCE I...RayRudolfPastrana1
This study determined the influence of homework behavior and learning strategies on the academic performance in Araling Panlipunan of students in secondary schools in Bustos, Bulacan during the School Year 2021-2022.
EFFORTS TO IMPROVE STUDENT LEARNING ACTIVITIES THROUGH COOPERATIVE INTEGRATED...M. Ifaldi Sidik
This research aims to improve students’ learning activities in Economics subject through “Cooperative Integrated Reading and Comprehension” (CIRC) learning model to the second grade of social students (XI IIS) in senior high school SMAN 1 Tanjung Raya. This research (PTK) is done in SMAN 1 Tanjung Raya during the first semester in July to December, with 30 XI IIS students as the subjects of research. The research is done in two periods. The data is gathered through observation sheets, interview and test that is analyzed using percentage and quantitative analysis. The result of this research is there is an increase in students’ learning activities when they are praised by giving a thumb up, a gift or a praising word.
Similar to The Effect of Intrinsic Learning Motivation and School Learning Environment on Economics Learning Outcome at SMK Wijaya Putra Surabaya (20)
Hybrid optimization of pumped hydro system and solar- Engr. Abdul-Azeez.pdffxintegritypublishin
Advancements in technology unveil a myriad of electrical and electronic breakthroughs geared towards efficiently harnessing limited resources to meet human energy demands. The optimization of hybrid solar PV panels and pumped hydro energy supply systems plays a pivotal role in utilizing natural resources effectively. This initiative not only benefits humanity but also fosters environmental sustainability. The study investigated the design optimization of these hybrid systems, focusing on understanding solar radiation patterns, identifying geographical influences on solar radiation, formulating a mathematical model for system optimization, and determining the optimal configuration of PV panels and pumped hydro storage. Through a comparative analysis approach and eight weeks of data collection, the study addressed key research questions related to solar radiation patterns and optimal system design. The findings highlighted regions with heightened solar radiation levels, showcasing substantial potential for power generation and emphasizing the system's efficiency. Optimizing system design significantly boosted power generation, promoted renewable energy utilization, and enhanced energy storage capacity. The study underscored the benefits of optimizing hybrid solar PV panels and pumped hydro energy supply systems for sustainable energy usage. Optimizing the design of solar PV panels and pumped hydro energy supply systems as examined across diverse climatic conditions in a developing country, not only enhances power generation but also improves the integration of renewable energy sources and boosts energy storage capacities, particularly beneficial for less economically prosperous regions. Additionally, the study provides valuable insights for advancing energy research in economically viable areas. Recommendations included conducting site-specific assessments, utilizing advanced modeling tools, implementing regular maintenance protocols, and enhancing communication among system components.
Welcome to WIPAC Monthly the magazine brought to you by the LinkedIn Group Water Industry Process Automation & Control.
In this month's edition, along with this month's industry news to celebrate the 13 years since the group was created we have articles including
A case study of the used of Advanced Process Control at the Wastewater Treatment works at Lleida in Spain
A look back on an article on smart wastewater networks in order to see how the industry has measured up in the interim around the adoption of Digital Transformation in the Water Industry.
We have compiled the most important slides from each speaker's presentation. This year’s compilation, available for free, captures the key insights and contributions shared during the DfMAy 2024 conference.
Cosmetic shop management system project report.pdfKamal Acharya
Buying new cosmetic products is difficult. It can even be scary for those who have sensitive skin and are prone to skin trouble. The information needed to alleviate this problem is on the back of each product, but it's thought to interpret those ingredient lists unless you have a background in chemistry.
Instead of buying and hoping for the best, we can use data science to help us predict which products may be good fits for us. It includes various function programs to do the above mentioned tasks.
Data file handling has been effectively used in the program.
The automated cosmetic shop management system should deal with the automation of general workflow and administration process of the shop. The main processes of the system focus on customer's request where the system is able to search the most appropriate products and deliver it to the customers. It should help the employees to quickly identify the list of cosmetic product that have reached the minimum quantity and also keep a track of expired date for each cosmetic product. It should help the employees to find the rack number in which the product is placed.It is also Faster and more efficient way.
Student information management system project report ii.pdfKamal Acharya
Our project explains about the student management. This project mainly explains the various actions related to student details. This project shows some ease in adding, editing and deleting the student details. It also provides a less time consuming process for viewing, adding, editing and deleting the marks of the students.
HEAP SORT ILLUSTRATED WITH HEAPIFY, BUILD HEAP FOR DYNAMIC ARRAYS.
Heap sort is a comparison-based sorting technique based on Binary Heap data structure. It is similar to the selection sort where we first find the minimum element and place the minimum element at the beginning. Repeat the same process for the remaining elements.
NUMERICAL SIMULATIONS OF HEAT AND MASS TRANSFER IN CONDENSING HEAT EXCHANGERS...ssuser7dcef0
Power plants release a large amount of water vapor into the
atmosphere through the stack. The flue gas can be a potential
source for obtaining much needed cooling water for a power
plant. If a power plant could recover and reuse a portion of this
moisture, it could reduce its total cooling water intake
requirement. One of the most practical way to recover water
from flue gas is to use a condensing heat exchanger. The power
plant could also recover latent heat due to condensation as well
as sensible heat due to lowering the flue gas exit temperature.
Additionally, harmful acids released from the stack can be
reduced in a condensing heat exchanger by acid condensation. reduced in a condensing heat exchanger by acid condensation.
Condensation of vapors in flue gas is a complicated
phenomenon since heat and mass transfer of water vapor and
various acids simultaneously occur in the presence of noncondensable
gases such as nitrogen and oxygen. Design of a
condenser depends on the knowledge and understanding of the
heat and mass transfer processes. A computer program for
numerical simulations of water (H2O) and sulfuric acid (H2SO4)
condensation in a flue gas condensing heat exchanger was
developed using MATLAB. Governing equations based on
mass and energy balances for the system were derived to
predict variables such as flue gas exit temperature, cooling
water outlet temperature, mole fraction and condensation rates
of water and sulfuric acid vapors. The equations were solved
using an iterative solution technique with calculations of heat
and mass transfer coefficients and physical properties.
The Effect of Intrinsic Learning Motivation and School Learning Environment on Economics Learning Outcome at SMK Wijaya Putra Surabaya
1. International Journal of Business and Management Invention
ISSN (Online): 2319 – 8028, ISSN (Print): 2319 – 801X
www.ijbmi.org || Volume 5 Issue 11 || November. 2016 || PP—149-154
www.ijbmi.org 149 | Page
The Effect of Intrinsic Learning Motivation and School Learning
Environment on Economics Learning Outcome at SMK Wijaya
Putra Surabaya
Muhammad Miftah Farid
Study Program of Economics Education, Graduate Program of Universitas Negeri Malang
ABSTRACT: This study aimed to analyze the effect of intrinsic learning motivation and school learning
environment on economics learning outcome partially and simultaneously. Population and sample of this study
was 87 X grade students of accounting at SMK Wijaya Putra Surabaya. Data gathering techniques used were
questionnaires and documentations. Analysis method used was multiple linear regressions. The result of the
study showed that intrinsic learning motivation and school learning environment partially affected learning
outcomes significantly positive. Intrinsic learning motivation and school learning environment simultaneously
affected learning outcomes significantly positive.
Keywords: intrinsic learning motivation, school learning environment, learning outcomes
I. INTRODUCTION
In the process of good and lifetime education, school is the formal education institution excelled in
distributing education. Hence, education holds a very important role to create worthwhile society for Indonesia.
For improving education quality, improving teachers’ competences to interact with students in learning process
is urged to do. Teachers must have extensive knowledge and more experiences in educating students in order to
achieve learning goals.
Achieving learning goals in the learning process can be seen in students’ learning outcomes. Dimyati
and Mudjiono (2009) said that learning outcomes can be seen from two different sides: student and teacher.
From student side, learning outcome is defined as better level of mental development compared to its level
before studying. The level of mental development embodies cognitive, affective and psychomotor. Meanwhile,
from teacher side, learning outcome is a completion of learning materials.
Based on observation done by researcher at SMK Wijaya Putra Surabaya, there was some information
gathered. Firstly, there were three classes of grade ten of accounting, namely: X Ak 1with the number of
students were 30; X Ak 2 with the number of students were 29; and X Ak 3 with the number of students were
28. Secondly, minimum achievement criterion of economics course was 75, while classical achievement was
75%. The recent phenomenon showed that the learning outcomes of 87 students X Ak 1, X Ak 2, and X Ak 3
on economics course were categorized as low. It could be seen in students’ daily tests scores in first semester
that only 30% of total students or 26 students had not achieved the minimum achievement criterion of 75, so
that they needed to have remedial. Meanwhile, 70% of total students or 61 students had achieved the minimum
achievement criterion. During this time, students were less active in learning process and found it difficult to
comprehend the materials so that students had not yet achieved maximum learning outcomes.
Students’ achievement in their learning process was affected by some factors. According to Syah
(2005), the influential factors on students’ learning process are divided into three types, namely: internal factors,
external factors, and learning approaches factors. Internal factors are derived from students themselves to
determine learning success since the main target of learning process is students as learning subjects. One of
students’ internal factors that support students’ success is intrinsic learning motivation. According to Djamarah
(2011) in learning process, learning motivation is highly needed because it is impossible for student who does
not have any learning motivation to do studying. The recent phenomenon is students’ self-motivation is still
low; students are less active to ask, answer, and deliver their opinions so that in learning process in economics
course in classroom is considered low. Students who have high motivation will have much more energy to study
because high motivation makes students to be more interested in learning and actively involved in learning
process.
Learning motivation is needed by students in their learning process in order to achieve the target. Based
on Uno (2008), learning motivation indicators inside students are desires to succeed, encouragements and needs
in learning, future goals. Meanwhile, according to Nurtilawati (2012) her research finding revealed that learning
motivation affected 88% on economics’ learning outcomes. By having such learning motivation, students will
easily gain maximum learning outcomes.
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Maximum learning outcomes is supported not only by students’ internal factors, but also supported by
students’ external factors. School learning environment is external factor that affects students’ learning
outcomes. Suwarno (2006) stated that learning environment is where the learning process takes place. Learning
environment is one of factors that has important role to the continuity of good learning.
Slameto (2010) said that students who study will receive any effects from their school environment.
Those influential factors are: teaching methods, curriculum, teacher-student relationship, student-student
relationship, school disciplinary, learning aids, school time, learning standards, building condition, learning
methods, and homework. The real phenomena of learning environment has captured that there were some
students who did not obey school rules such as coming late to economics class; there were some students who
did not do their economics homework; and students’ learning environment at SMK Wijaya Putra Surabaya was
considered by students less encouraging on their learning achievements due to some obstacles such as: one of
the classes was being renovated so that economics classes for X, XI, and XII grade took turns to use laboratory.
Partono (2004) in his research revealed that learning environment contributed 18.57% on learning achievement
in economics course.
By pointing out those problems, researcher was interested to conduct research at SMK Wijaya Putra
Surabaya in order to figure out the effect of intrinsic learning motivation and school learning environment on
economics learning achievement at SMK Wijaya Putra either partially or simultaneously.
This study only employed intrinsic learning motivation. Indicators of intrinsic learning motivation are
as follow: desires to succeed, encouragements and needs in learning, future goals. Meanwhile, indicators of
school environments are as follow: conditions of school where learning takes place, teaching methods, building
condition and school facilitations, teacher-student relationship, and school disciplinary.
Learning outcome is final assessment of a process and repeated introduction. Learning outcome is kept
in a long-term storage or even inerasable since it will contribute to form individuals who always want to achieve
better outcomes so that it will bring about behaviour changes after following educational learning process.
Hence, in this study learning outcome referred to mid-semester tests’ scores.
Hypotheses formulated in this study are as follow:
H1: Intrinsic learning motivation affects Economics learning outcomes at SMK Wijaya Putra Surabaya.
H2: School learning environment affects Economics learning outcomes at SMK Wijaya Putra Surabaya.
H3: Intrinsic learning motivation and school learning environment simultaneously affect Economics learning
outcomes at SMK Wijaya Putra Surabaya.
II. RESEARCH METHODS
Quantitative approach was applied in this study. Variables of this study were: intrinsic learning
motivation (X1), learning environment (X2) as independent variable, and learning outcomes (Y) as dependent
variable. The population was 87 X grade students of Accounting at SMK Wijaya Putra Surabaya. Meanwhile,
research sampling applied saturated sampling in which all member of population was taken as samples. The
study took place at SMK Wijaya Putra Surabaya which was located at Benowo Surabaya road. The study was
done in odd semester academic year 2016/2017.
Data gathering method used in this research was questionnaires and documentation. Questionnaires
were used to figure out variables of intrinsic learning motivation and school learning environment. Data was
analyzed using descriptive analysis and multiple regressions. Descriptive analysis was used to reveal intrinsic
learning motivation, school learning environment, and students’ learning outcomes. However, regression
analysis was used to determine the relationship between independent variable and dependent variable either
partially or simultaneously.
III. RESEARCH RESULTS
Multiple regression analysis was used to determine among three variables whether there is effect of
intrinsic learning motivation variable (X1) and learning environment variable (X2) on students’ learning
outcomes. Multiple linear regression analysis then was done for independent variable on dependent variable
with the following regression equation:
Y = 31.041 + 0.549 X1 + 0.523 X2 + e.
Table 1.1: Results of Multiple Regression Calculation on Mid-semester Tests Coefficientsa
Model Unstandardized Coefficients Standardized Coefficients t Sig.
B Std. Error Beta
1 (Constant) 31.041 2.165 14.338 .000
Motivation .549 .078 .499 7.004 .000
Environment .523 .078 .477 6.705 .000
a. Dependent Variable: Learning Outcomes
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From multiple linear regression equation above, it can be explained that:
1. The constant (α) was 31.049 meaning that by considering dependent variables were equal to 0, then
students’ mid-semester tests outcomes on Economics course at SMK Wijaya Putra Surabaya were in
positive condition of 31.041.
2. Intrinsic learning motivation coefficient (b1) was 0.549 meaning that every one percent increment of
intrinsic learning motivation on Economics course at SMK Wijaya Putra Surabaya, then students’ mid-
semester tests outcomes on Economics course at SMK Wijaya Surabaya will increase 0.549 percent. In this
state, another factor that affected students’ mid-semester tests outcomes on Economics course at SMK
Wijaya Surabaya was considered constant.
3. School learning environment coefficient (b2) was 0.523 meaning that every one percent increment of
school learning environment on Economics course at SMK Wijaya Putra Surabaya, then students’ mid-
semester tests outcomes on Economics course at SMK Wijaya Surabaya will increase 0.523 percent. In this
state, another factor that affected students’ mid-semester tests outcomes on Economics course at SMK
Wijaya Surabaya was considered constant.
Statistical F-test was used to determine whether there was simultaneous effect of independent variable
on dependent variable. In order to figure out that effect, we noted on the comparison of value (sig) probability.
If sig was < 0.05, therefore Ha was accepted and if sig was > 0.05 then Ha was rejected..
Table 1.2: F-Test Result ANOVAb
Model Sum of Squares df Mean Square F Sig.
1 Regression 4590.342 2 2295.171 310.540 .000a
Residual 620.836 84 7.391
Total 5211.178 86
a. Predictors: (Constant), Environment, Motivation
b. Dependent Variable: Learning outcomes
Based on the processed data, it was known that the result of F-test value (sig) probability in this study
was 0.000 < 0.05. Therefore, Ho was rejected and Ha was accepted so that it could be concluded that
simultaneously independent variable of intrinsic learning motivation and school learning environment affected
significantly and positively students’ mid-semester test outcomes on Economics course at SMK Wijaya Putra
Surabaya. The simultaneously effect of intrinsic learning motivation and school learning environment on mid-
semester test outcomes could be seen from its determination coefficient (Adjusted R-square).
Table 1.3: Determination Coefficient Model Summary
Model R R Square Adjusted R Square Std. Error of the Estimate
1 .939a
.881 .878 2.719
a. Predictors: (Constant), Environment, Motivation
The simultaneously effect of intrinsic learning motivation and school learning environment on mid-
semester test outcomes that could be seen from its determination coefficient (Adjusted R-square) was 0.878. It
showed that the mid-semester test outcomes were effect by intrinsic learning motivation and school learning
environment 87%. Another 13% was affected by others factors, except variables of intrinsic learning motivation
and school learning environment.
Next, variable testing of intrinsic learning motivation and learning environment partially was done by partial test
(T-test). The result was as follows:
Table 1.4: T-test Result Coefficientsa
Model Unstandardized Coefficients Standardized Coefficients t Sig.
B Std. Error Beta
1 (Constant) 31.041 2.165 14.338 .000
Motivation .549 .078 .499 7.004 .000
Environment .523 .078 .477 6.705 .000
a. Dependent Variable: Learning Outcomes
From Table 1.4, it can be revealed that the significance value of each independent variable was:
1. Variable X1 of intrinsic learning motivation has significance value (sig) = 0.000 < significance level =
0.05 so that it can be concluded that there was positive and significant effect of intrinsic learning motivation
on students’ mid-semester test outcomes on Economics course at SMK Wijaya Putra Surabaya.
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2. Variable X2 of school learning environment has significance value (sig) = 0.000 < significance level =
0.05 so that it can be concluded that there was positive and significant effect of school learning environment
on students’ mid-semester test outcomes on Economics course at SMK Wijaya Putra Surabaya.
After T-testing, it was revealed that the partial value was:
Table1.5: Partial Value Coefficientsa
Model Correlations Co linearity Statistics
B Zero-order Partial Part Tolerance VIF
1 (Constant) 31.041
Motivation .549 .904 .607 .264 .280 3.575
Environment .523 .901 .590 .252 .280 3.575
a. Dependent Variable: Learning Outcomes
Based on table above, it can be revealed the partial value was as follow:
1. Partial value for intrinsic learning motivation variable (X1) was 0.368. It showed that intrinsic learning
motivation (X1) partially affected learning outcomes (Y) by 36%.
2. Partial value for school learning environment variable (X2) was 0.348. It showed that school learning
environment (X2) partially affected learning outcomes (Y) by 34%.
IV. DISCUSSIONS
1. The Effect of Intrinsic Learning Motivation on Students’ Learning Outcomes
Referring to multiple linear regression analysis result of intrinsic learning motivation effect on
students’ learning outcomes at SMK Wijaya Putra Surabaya, it showed that intrinsic learning motivation
significantly and positively affected students’ learning outcomes which meant that the high intrinsic learning
motivation had real impact on the high students’ learning outcomes. If intrinsic learning motivation increased,
therefore learning outcomes would also increase with assuming that other independent variables were constant.
Positive value of these variables showed that intrinsic learning motivation was in line with students’ learning
outcomes; the higher intrinsic learning motivation meant the higher students’ learning outcomes.
This finding revealed that intrinsic learning motivation affected students’ learning outcome which was
similar to previous research results done by Dwija (2008) and Rejeki (2012) which concluded that learning
motivation would affect learning outcomes. It also was supported by previous research results done by Wiyono
(2003), Hamdu (2011), and Rahman (2011) that learning motivation significantly effects students’ learning
achievements. It was in line by Hamalik (2011:175) who stated that learning motivation as an effect has
meaning to direct the actions to achieve the intended goals, namely learning outcomes. Djamarah (2011:148)
stated that in a learning process, learning motivation is highly needed since once a person does not have any
motivation in learning, it becomes impossible for him to do learning activities. Therefore, learning activities
hold important role to effect learning outcomes. Previous overseas research has also supported research findings
in this research, such as: Rehman (2013), Lee (2010), and Sarwah (2012) which revealed that there was any
significant effect of learning motivation on learning achievements.
Meanwhile, Sardiman (2009:89) stated that intrinsic motivation is active motivation and does not need
being stimulated from the outside for its activation since in every individual there is always motivation to do
something. It was in line with this research revealing that learning motivation has affected students’ learning
outcomes. By having such self-motivation, students did some learning activities. Students’ intrinsic learning
motivation in this study had three indicators, namely: desires to succeed, encouragement or learning needs, and
future goals. Based on the results, motivation indicator of desires to succeed showed a very high average
category meaning that students had high desires to succeed in order to get better grades at school. Next,
encouragement and learning needs indicator showed a very high average category meaning that students had
their own learning needs so that they studied hard to get them comprehend on Economics. The last one, future
goals indicator showed a high average category meaning that students had high future goals so that they needed
to study hard in order to achieve their goals.
Based on the findings in this study, regarding the indicators of learning motivation variable, if they
were sorted out from the highest to the lowest, indicators of desires to succeed and learning needs would be put
on top. Meanwhile, the lowest indicator was future goals. Therefore, it is understood that future goals indicator
could be improved by giving students more motivation so that they wanted to pursue their goals.
From the explanation above, it could be concluded that students at SMK Wijaya Putra Surabaya
generally had good learning motivation. Hence, Economics teacher in the learning process shall give students
more additional motivation to maintain their high learning motivation and their learning outcomes will not fall
down.
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2. The Effect of School Learning Environment on Students’ Learning Outcomes
Based on the result of multiple linear regression analysis in this study, statistically regarding the effect
of school learning environment on students’ learning outcomes at SMK Wijaya Putra Surabaya, it was revealed
that school learning environment had significant and positive effect to learning outcomes. It meant that learning
environment had real impact to learning outcome. If school learning environment increased, therefore learning
outcomes would also increase with assuming that other independent variables were constant. Positive value of
these variables showed that school learning environment was in line with students’ learning outcomes; the better
school learning environment meant the higher students’ learning outcomes.
This finding revealed that school learning environment affected significantly and positively to students’
learning outcome which was similar to previous research results done by Rahman (2011), Wiyono (2003) and
Partono (2004) stating that learning environment affected significantly and positively to students’ learning
outcomes. Therefore, the better students’ learning environment at school means the better students’ learning
outcomes. This was also in line with the study done by Olubu (2015) and Schaper (2008) stating that there was
positive and significant effect of school environment to learning achievements.
According to Hamalik (2011:195) that environment surrounded which has particular meaning and
effect to the individuals. In education, environment gathers all factors of learning process. This statement was in
line with this study that school learning environment affected students’ learning outcomes. School learning
environment in this study had several indicators, namely: school conditions where the learning took place,
teachers’ teaching methods, building condition, school facilitations, student-teacher relationships, and school
rules.
Based on the findings in this study, regarding the indicators of school learning environment variable, if
they were sorted out from the highest to the lowest, then indicators of school rules would be put on top. It meant
that students had high adherence to comply with school rules. The second indicator was teachers’ teaching
methods with high average category which meant that even though conventional methods were used by
teachers, but the learning process was interesting for students, students felt more enjoyable in undergoing their
learning process. The third indicator was student-teacher relationship with high average category which meant
that the relationship between students and teacher was in good term so that students did not hesitate to ask
teachers for learning materials they had not yet understood. The fourth indicator was school building and school
facilitation with high average category which meant that students felt being helped by the good condition of
school and supported school facilitation that supported them in their learning process. The fifth is the indicator
of school condition where learning process took place with moderate average category which meant that even
though some classes were being renovated, yet students felt comfortable enough to study. Therefore, as the
lowest indicator was school condition where learning process took place, the action needs to be done is to speed
up the renovation so that students will comfortably study and its comfort will contribute to improve students’
learning outcomes.
Based on elaboration above, it can be concluded that students at SMK Wijaya Putra Surabaya generally
had good learning environment. Therefore, it is understood that good learning environment would help students
to achieve better learning outcomes.
3. The Effect of Intrinsic Learning Motivation and School Learning Environment on Students’
Learning Outcomes
Based on the result of multiple linear regression analysis, it revealed that statistically that the
independent variables of intrinsic learning motivation and school learning environment simultaneously affected
students’ mid-semester test results on Economics course at SMK Wijaya Putra Surabaya.
The simultaneous effect of intrinsic learning motivation and school learning environment can be seen
from its determination coefficient (Adjusted R-square). Adjusted R-square value showed that mid-semester test
result was affected by intrinsic learning motivation and school learning environment.
The findings showed that intrinsic learning motivation and school learning environment had significant
and positive effect to students’ learning outcomes. It was in line with the previous research studying learning
motivation and learning environment variables by Rahman (2011) and Wiyono (2003). The research revealed
that learning environment and learning motivation significantly and positively affect learning outcomes.
Besides, another research studying about learning motivation variable was done by Indarto (2011), Nurtilawati
(2012) and Rejeki (2012) stating that learning motivation had significant and positive effect to learning
outcomes.
Based on elaboration above, it can be concluded that for all students of grade X Ak at SMK Wijaya
Putra Surabaya, intrinsic learning motivation and school learning environment had significant and positive
effect to their Economics learning outcomes. Therefore, it could be understood that intrinsic learning motivation
and good school learning environment would contribute good impact for students to achieve better learning
outcomes.
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V. CONCLUSIONS AND RECOMMENDATIONS
Conclusions
From the analysis of research results, it can be concluded that:
1. Intrinsic learning motivation affected learning outcomes on Economics course at SMK Wijaya Putra
Surabaya. It meant that intrinsic learning motivation partially affected Economics’ learning outcomes
significantly and positively. This research finding was dominantly supported by two indicators of intrinsic
learning motivation, namely desires to succeed and learning needs. The findings revealed that most of
students studied hard to get good grades at school and had some strong needs in learning in order to
comprehend more the Economics materials.
2. School learning environment affected learning outcomes on Economics course at SMK Wijaya Putra
Surabaya. It meant that school learning environment partially affected Economics’ learning outcomes
significantly and positively. This research finding was dominantly supported by school rules indicators. The
findings revealed that most of students had high adherence to comply with school rules.
3. Intrinsic learning motivation and school learning environment on Economics course at SMK Wijaya Putra
Surabaya. It meant that intrinsic learning motivation and school learning environment partially affected
Economics’ learning outcomes significantly and positively. The higher intrinsic learning motivation and
better school learning environment indicates the higher students’ learning outcomes at SMK Wijaya Putra
Surabaya. The findings revealed that between those two variables, variable that was most dominantly
affected learning outcomes was intrinsic learning motivation variable.
Recommendation
Referring to research results, it is recommended that:
1. In the learning process, it is suggested to give more motivation to students so that it can encourage them to
diligently study.
2. Results in this study are hopefully useful as well as add knowledge in order to improve students’ learning
outcomes.
3. This study can be used as one of references for further research which also focuses on variables of intrinsic
learning motivation, school learning environment, and learning outcomes at different place and times.
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