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All Journal Jurnal Pendidikan Fisika Undiksha Jurnal Ilmiah Pendidikan dan Pembelajaran
Putu Erika Saraswati Dewi
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Education Electrical & Electronics Engineering Engineering Materials Science & Nanotechnology Physics Other

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HUBUNGAN MOTIVASI BERPRESTASI DAN KEMAMPUAN METAKOGNITIF DENGAN PRESTASI BELAJAR FISIKA SISWA KELAS XI MIA SMAN Putu Erika Saraswati Dewi; Ni Ketut Rapi; Dewi Oktofa Rachmawati
Jurnal Pendidikan Fisika Undiksha Vol. 9 No. 1 (2019)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpf.v9i1.20644

Abstract

Masalah utama yang dikaji pada penelitian ini adalah rendahnya prestasi belajar fisika siswa SMA Negeri di Kecamatan Kuta. Penelitian ini bertujuan untuk 1) mendeskripsikan hubungan motivasi berprestasi dan prestasi belajar fisika, 2) mendeskripsikan hubungan kemampuan metakognitif dan prestasi belajar fisika, dan 3) mendeskripsikan hubungan motivasi berprestasi dan kemampuan metakognitif dengan prestasi belajar fisika. Jenis penelitian ini adalah ex-post facto dengan metode kuantitatif korelasional. Jumlah populasi sebanyak 478 siswa. Sampel penelitian berjumlah 214 yang diambil dengan teknik proportional random sampling. Data motivasi berprestasi dan kemampuan metakognitif dikumpulkan menggunakan kuesioner. Data prestasi belajar dikumpulkan menggunakan tes esai. Nilai koefisien reliabilitas kuesioner motivasi berprestasi dan kemampuan metakognitif masing-masing sebesar 0,869 dan 0,842, sedangkan tes prestasi sebesar 0,711. Uji asumsi yang dilakukan meliputi uji normalitas, linieritas dan keberartian arah regresi, multikolinieritas, autokorelasi, dan heterokedastisitas. Hasil penelitian menunjukkan bahwa motivasi berprestasi dan kemampuan metakognitif siswa masing-masing berada pada kategori sedang dengan nilai rata-rata 104,08 dengan standar deviasi 13,87 dan 13,50 dengan standar deviasi 4,16. Selanjutnya, prestasi belajar fisika siswa berada pada kategori rendah dengan nilai rata-rata 53,63 dan standar deviasi sebesar 12,68. Berdasarkan hasil penelitian dapat disimpulkan bahwa terdapat 1) hubungan positif dan signifikan antara motivasi berprestasi dan prestasi belajar fisika dengan R = 0,15 dan sumbangan efektif sebesar 0,50%, 2) hubungan positif dan signifikan antara kemampuan metakognitif dan prestasi belajar fisika dengan R = 0,24 dan sumbangan efektif sebesar 6,50%, 3) hubungan positif dan signifikan antara motivasi berprestasi dan kemampuan metakognitif dengan prestasi belajar fisika dengan R = 0,26 dan sumbangan efektif sebesar 7,00%. Kata-kata Kunci: motivasi berprestasi, kemampuan metakognitif, dan prestasi belajar
Self-Regulation, Achievement Motivation, and Academic Flow on High School Physics Learning Achievement Putu Erika Saraswati Dewi; Ni Made Sri Mertasari; I Gede Ratnaya
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 8 No. 3 (2024): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v8i3.83821

Abstract

Learning achievement is often defined as a reflection of the quality of education, whereas various internal factors often infareence low and high learning achievement. This study aims to analyze the effect of self-regulation, achievement motivation, and academic flow on learning achievement. This study is qualitative with an ex post facto design. There are 219 grade XI students from state senior high schools. The sample was selected using the proportional sampling technique. Data were collected using test and non-test methods. The test method uses a test, while the non-test uses a questionnaire as a research instrument. The collected data were analyzed using the Structural Equation Model (SEM) and path analysis. The analysis was carried out with the help of the SMART PLS and SPSS applications. The results of the study showed that student learning achievement is influenced by self-regulation. Student learning achievement is influenced by achievement motivation. Student learning achievement is influenced by academic flow. Student academic flow is influenced by self-regulation. Student academic flow is influenced by achievement motivation. Student achievement motivation is influenced by self-regulation. Self-regulation has an indirect effect on physics learning achievement through academic flow. Achievement motivation indirectly affects student physics learning achievement through academic flow. It is concluded that self-regulation, achievement motivation, and academic flow influence high school physics learning achievement. These findings imply the important role of self-regulation, achievement motivation, and academic flow in students' physics learning achievement.
Co-Authors Dewi Oktofa Rachmawati I Gede Ratnaya Ni Ketut Rapi Ni Made Sri Mertasari