Logo

Jurnal Pendidikan dan Kebudayaan

Badan Standar, Kurikulum, dan Asesmen Pendidikan
Kementerian Pendidikan Dasar dan Menengah

Register
Login

ANALISIS MOTIVASI BELAJAR SISWA DALAM PEMBELAJARAN FISIKA SEKOLAH MENENGAH ATAS

Nurmalita Sari
Program Pascasarjana Universitas Sebelas Maret Surakarta
Widha Sunarno
Program Pascasarjana Universitas Sebelas Maret Surakarta
Sarwanto Sarwanto
Program Pascasarjana Universitas Sebelas Maret Surakarta
DOI: https://doi.org/10.24832/jpnk.v3i1.591
Submitted
Apr 26, 2017
Published
Jul 24, 2018
PDF (BAHASA INDONESIA)
Citation
Sari, N., Sunarno, W., & Sarwanto, S. (2018). ANALISIS MOTIVASI BELAJAR SISWA DALAM PEMBELAJARAN FISIKA SEKOLAH MENENGAH ATAS. Jurnal Pendidikan Dan Kebudayaan, 3(1), 17–32. https://doi.org/10.24832/jpnk.v3i1.591
Abstract

The objectives of this research are to 1) find out the profile of student’s learning motivation in Physics class measured by aspects such as Attention, Relevation, Confidence, and Satisfaction; and 2) measure the percentage of each learning motivation aspect such as Attention, Relevation, Confidence, and Satisfaction contributed to students’ learning motivation in Physics class. The sample of this research is 90 students from XI class of Science Program. The data was collected through questionnaire and observation. The questionnaire was analyzed using descriptive quantitatively while the observation sheet was analyzed qualitatively. The results show that: 1) the student’s learning motivation can be categorized into high, average, and low; and 2) the percentage of each learning motivation aspects are Attention (59,86%), Relevance (57,08%), Confidence (55,28%), and Satisfaction (60,14%). To conclude, the average level of students’ learning motivation for Physics is in the medium and low category caused by the lack of students’ interest in learning Physics.

 

Abstrak

Tujuan penelitian ini adalah untuk 1) mengetahui profil motivasi belajar siswa ketika mengikuti pembelajaran Fisika di kelas yang diukur berdasarkan aspek perhatian (Attention), relevansi (Relevance), percaya diri (Confidence), dan kepuasan (Satisfaction); 2) mengetahui persentase sumbangan dari tiap aspek motivasi belajar yang terdiri dari perhatian (Attention), relevansi (Relevance), percaya diri (Confidence), dan kepuasan (Satisfaction) dalam menentukan tingkat motivasi belajar siswa ketika mengikuti pembelajaran Fisika di kelas. Penelitian dilaksanakan di SMA Negeri 2 Surakarta, SMA Negeri 5 Surakarta, dan SMA Negeri 6 Surakarta. Sampel penelitian sebanyak 90 siswa kelas XI MIPA. Pengumpulan data menggunakan teknik angket dan observasi. Teknik analisis angket adalah deskriptif kuantitatif, sedangkan lembar observasi dianalisis secara kualitatif. Hasil penelitian menunjukkan bahwa: 1) motivasi belajar siswa untuk mata pelajaran Fisika dikategorikan tinggi, sedang, dan rendah; 2) persentase tiap aspek motivasi belajar adalah (a) aspek perhatian (Attention) sebesar 59,86%, b) aspek relevansi (Relevance) sebesar 57,08%, c) aspek percaya diri (Confidence) sebesar 55,28%, d) aspek kepuasan (Satisfaction) sebesar 60,14%. Kesimpulan, rata-rata tingkat motivasi belajar siswa untuk mata pelajaran Fisika berada dalam kategori sedang dan rendah yang disebabkan kurangnya ketertarikan siswa untuk belajar Fisika.


Statistics

Downloads

Download data is not yet available.
Read Counter : 16094
Downloads : 10372
References
Arikunto, S. (2008). Prosedur penelitian (Edisi Revisi). Jakarta: Rineka Cipta.

Berlian, N. (2011). Faktor-faktor yang terkait dengan rendahnya pencapaian wajib belajar pendidikan dasar 9 tahun. Jurnal Pendidikan dan Kebudayaan, 17(1), 43-55.

Bloom, B.S., Engelhart, M.D., Furts, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives, the classification of educational goals, handbook I: Cognitive domain. New York: Longman, Inc.

Budiawan, M., & Arsani, N.L. (2013). Pengaruh model pembelajaran kooperatif tipe jigsaw dan motivasi belajar terhadap prestasi belajar ilmu fisiologi olahraga. Jurnal Pendidikan Indonesia, 2(1), 138-144.

Busato, V.V., Prins, F.J., Elshout, J.J., & Hamaker, C. (2000). Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education. Personality and Individual Differencess, 29(6), 1057-1068.

Christophel, D. M. (1990). The relationship among teacher immediacy behaviors, student motivation, and learning. Communication Education, 39(1), 1058-1075.

Cicuto, C.A.T., & Torres, B.B. (2016). Implementing an active learning environment to influence students’ motivation in biochemistry. Journal of Chemical Education, 93(6), 1020-1026.

Glynn, S.M., Brickman, P., Armstrong, N., & Taasoobshirazi. (2011). Science motivation questionnaire II: Validation with science majors and nonscience major. Journal of Research in Science Teaching, 48(10), 1159-1176.

Hynd, C., Holschuh, J., & Nist, S. (2000). Learning complex scientific information: Motivation theory and its relation to student perceptions. Reading and Writing Quarterly, 16(1), 2357.

Indah, D.S, Sunarno, W., & Sarwanto. (2016). Pengembangan modul fisika berbasis SAVI (somatic, auditory, visualization, intellectually) untuk meningkatkan motivasi siswa pada pembelajaran fisika kelas X SMK jurusan multimedia dengan topik impuls dan momentum. Jurnal Inkuiri, 20(2), 1-7.

Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2-10.

Meir, D. (2002). The accelerated learning hand book, panduan kreatif merancang program pendidikan. Bandung: Kaifa.

Piraksa, C., Srisawasdi, N. (2014). Promoting student’s physics motivation by blended combination of physical and virtual laboratory environment: A result on different levels of inquiry. Proceeding of the 22nd international conference on computers in education, 340348. Jepang: Asia-Pasific Society for Computers in Education.

Rahman, N.A. (2004). Efektivitas penggunaan metode inteligensi ganda dalam proses pembelajaran fisika di SMU. Jurnal Penelitian dan Evaluasi Pendidikan, 6(1),72-87.

Samsudin, A., Suhendi, E., Efendi, R., & Suhandi, A. (2012). Pengembangan “CELS” dalam eksperimen fisika dasar untuk mengembangkan performance skills dan meningkatkan motivasi belajar mahasiswa. Jurnal Pendidikan Fisika Indonesia, 8(2012),15-25.

Sari, N. (2015). Pengaruh pembelajaran kooperatif model STAD dan think pair share terhadap kemampuan kognitif ditinjau dari motivasi siswa kelas X SMAN 6 Surakarta. Skripsi. Surakarta: Universitas Sebelas Maret. Sirhan, G. (2007). Learning difficulties in chemistry: an overview. Journal of Turkish Science Education, 26(6),883-897.

Sudijono, A. (2010). Pengantar statistik pendidikan. Jakarta: Raja Grafindo Persada.

Sugiyono. (2012). Metode penelitian kualitatif, kuantitatif, dan R&D. Bandung: Alfabeta.

Suparwoto. (2007). Dasar-dasar dan proses pembelajaran fisika. Yogyakarta: Fakultas MIPA UNY.

Uno, H. B. (2008). Teori motivasi & pengukurannya. Jakarta: Bumi Aksara.

Velayutham, S., Aldridge, J., & Fraser, B. (2011). Development and validation of an instrument to measure students’ motivation and self regulation in science learning. International Journal of Science Education, 33(15),2159-2179.

Wang, P.H., Wu, P.L., Yu, K.W., & Lin, Y.X. (2015). Infuence of implementing inquiry-based instruction on science learning motivation and interest: A perspective of comparison. Social and Behavioral Science, 174(2015),1292-1299.

Wenning, C.J. (2005). Levels of inquiry: Hierarchies of pedagogical practices and inquiry process. Journal of Physics Teacher Education Online, 2(3),3-11.

William, C. (2003). Why aren’t secondary students interest in physics. Journal of Physics Education, 38(4),324-329.