Analysis of Intrinsic Motivation and Science Learning Achievement of Class V SDN 01 Bungoasang

Penulis

  • Pratama Universitas Bung Hatta
  • Har Universitas Bung Hatta

Abstrak

Natural science (IPA) is generally understood as a science that is born and develops through the steps of observation, problem formulation, hypothesis formulation, through experiments, drawing conclusions, and finding theories and concepts, it can also be said that the essence of science is a science that is studying symptoms through a series of scientific processes and is composed of the three most important components in the form of concepts, principles, and theory that apply universally. In the learning process the teacher does not involve students in learning activities so that it causes students to tend to be passive by only listening to what is said by the teacher, and as a result students are less daring to ask questions, not active in expressing their opinions. These phenomena have an impact on student learning motivation which is still low, conceptually motivation is closely related to achievement or the acquisition of learning outcomes. In general, learning motivation can be grouped into 2 types, namely actressic and intrinsic motivation. However, researchers focus more on intrinsic learning motivation, based on problems. above, the goal to be achieved in this study is how big the relationship is "Analysis of Instinsic Motivation and Science Learning Achievement for Class V SDN 01 Bungoasang, Koto Tangah District, Padang City" This type of research is descriptive research. The population and sample of the research trial were students of Class Va and Vb SDN 01 Bungoasang, totaling 53 students. The data collection technique is a questionnaire or research questionnaire with a number of questions or written statements given to students to obtain answers about intrinsic learning motivation, while data analysis techniques are obtained from using the SPSS program. The validity test was carried out using item analysis, namely by correlating the score of each item with the total score which is the sum of each item score. If the correlation coefficient (rcount) of the score for each item with the total score is greater and equal to the rtabel value at the significance level (α = 0.05), then the instrument statement items are declared valid. Meanwhile, if the value of the correlation coefficient (r count), the score for each item with the total score is smaller than the rtable value at the significance level (α = 0.05), then the instrument statement items are declared invalid / invalid. Provided that, if the value is negative or smaller than r table, then the item number is invalid, and vice versa if the positive value is greater than r table, then the item number is valid. The results of this study showed that the overall validation average of students of class Va 27 people with a sufficient category of 68.36% and students of class Vb 26 people with a sufficient category of 75.47% were carried out online, causing student learning outcomes to be not optimal. From the results of this study it can be concluded how much the correlation between Instrinsic Motivation Analysis and Science Learning Achievement in Class V SDN 01 Bungoasang so that it can be used as a factor to encourage teacher and student motivation to improve learning outcomes.

Referensi

A.M, Sardiman. 2014. Interaksi dan Motivasi Belajar Mengajar. Jakarta: Rajawali

Pers

Aini, Qurratul. 2017. Pengaruh Motivasi Intrinsik Dan Ekstrinsik Terhadap

Prestasi Mata Pelajaran Ekonomi. Ecucatio. Vol. 12 No.1

Anita, Dian.2015.Hubungan Antara Status Sosial Ekonomi Orang Tua dan

Motivasi Berprestasi Dengan Prestasi Belajar Siswa Kelas XI Kompetensi

Keahlian Administrasi Perkantoran SMK Muhammadyah 2 Bantul T.A

/2015.Skripsi: Universitas Negeri Yogyakarta

Arief, H., S. 2016. Meningkatkan motivasi belajar melalui pendekatan problem

based learning (PBL). Jurnal Pena Ilmiah. Vo. 1 No. 1

Arikunto, Suharsimi. 2012. Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi

Akasara

Aulia, Fivi. 2016. Kontribusi Motivasi Belajar Terhadap Hasil Belajar ASKEB IV

Mahasiswa Tingkat III Semester IV Prodi D III Kebidanan STIKes Prima

Nusantara Bukittinggi Tahun 2015. Jurnal Kesehatan STIKes Prima

Nusantara Bukittinggi, Vol. 7 No. 1

Azka, R. 2019. Hubungan motivasi belajar dan persepsi siswa terhadap pelajaran

fisika dengan prestasi belajar matematika. Jurnal Pengembangan

Pembelajaran Matematika, 1(1), 23-29

Bosch, C., Mentz, E., & Reitsma, G.M. (2019). Integrating cooperative learning

into the combined blended learning design model: implication for students

intrinsic motivation. International Journal of Mobile and Blended

Learning, 11 (1)

Erman Har, ( 2018). Sikap terhadap pengetahuan Sains dan Kesadaran terhadap

lingkungan serta motivasi akademik pelajar di Sumatera Barat

Herianto, Boy Ichsan. 2019.Kontribusi Motivasi Dan Pemanfaatan Fasilitas Belajar

Terhadap Hasil Belajar Dasar Listrik Elektronika. Jurnal Vokasional Teknik

Elektronika dan Informatika. Vol. 7, No. 3

Hamzah B. Uno, (2017) TEORI MOTIVASI DAN PENGUKURANNYA (Analisis

di bidang pendidikan). Jakarta: Bumi Aksara

Hamzah B. Uno, 2017 Teori Motivasi Dan Pengukurannya (Analisis di bidang

pendidikan). Jakarta: Bumi Aksara

Slameto. 2015. Belajar dan Faktor-faktor yang mempengaruhinya. Jakarta: Rineka

Cipta

Sri Esti Wuryani Djiwandono, 2006. Psikologi Pendidikan, (Jakarta: PT Grasindo

Sudjana, Nana. 2011.Penilaian Hasil Proses Belajar Mengajar. Bandung: Remaja

Rosdakarya

Sudjana. (2005). Metode Statistika. Bandung: Tarsito

Sugiyono. (2014). Metode Penelitian Pendidikan Pendekatan Kuantitatif,

Kualitatif, dan R&D. Bandung: Alfabeta.

Sugiyono. 2017. Metode Penelitian Pendidikan: Pendekatan Kaunitatif dan R &

D. Bandung: Alfabeta

Suprihatin, S. 2015. Upaya guru dlam meningkatkan motivasi belajar siswa.

Jurnal Program Studi Pendidikan Ekonomi 3(1)

##submission.additionalFiles##

Diterbitkan

2021-04-06