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All Journal BINOMIAL : Jurnal Pendidikan Biologi Jurnal Insan Pengabdian Indonesia Jurnal Pendidikan Kimia, Fisika dan Biologi
Riski Seprida
Universitas Pejuang Republik Indonesia
Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice

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HUBUNGAN MOTIVASI DAN KESADARAN METAKOGNISI PESERTA DIDIK DENGAN HASIL BELAJAR BIOLOGI KELAS XI SMA NEGERI EMPAT BONE Riski Seprida; Etty Rosmiati; Nurkhaerat Alimuddin
Binomial Vol 6 No 1 (2023): Jurnal Binomial
Publisher : Pendidikan Biologi FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/bn.v6i1.1663

Abstract

Jenis penelitian yang digunakan adalah ex-postfacto. Dalam penelitian ini semua peserta didik kelas XI di SMA Negeri Empat Bone menjadi suatu populasi untuk pengambilan suatu data atau sampel, teknik yang digunakan dalam pengambilan sampel adalah Purposive Sampling. Pada sampel ini terdapat besaran sampel 97 peserta didik kelas XI MIA dengan metode pengumpulan data dengan menggunakan kuesioner motivasi belajar, kuesioner kesadaran metakognisi dan nilai tes hasil belajar. Pada penelitian ini uji korelasi dan regresi ganda digunakan untuk menganalisis data. Hasil penelitian ini membuktikan suatu hasil motivasi belajar siswa kelas XI SMA Negeri Empat Bone terdapat di kategori tinggi, sedangkan pada kesadaran metakognisi siswa kelas XI MIA SMA Negeri Empat Bone memiliki hasil yang tergolong tinggi. Serta hasil belajar Biologi siswa siswa kelas XI SMA Negeri Empat Bone juga memiliki hasil yang tergolong tinggi. Penelitian ini memiliki hubungan pada motivasi belajar, kesadaran metakognisi, serta hasil belajar biologi pada siswa kelas XI SMA Negeri Empat Bone.
Pengaruh Motivasi Belajar dan Inteligensi (IQ) terhadap Hasil Belajar Siswa Kelas XI SMA Yapip Gowa Riski Seprida
Jurnal Pendidikan Kimia, Fisika dan Biologi Vol. 2 No. 4 (2026): Juli: Jurnal Pendidikan Kimia, Fisika dan Biologi
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupenkifb.v2i4.1239

Abstract

This study aimed to examine the effect of learning motivation and intelligence quotient (IQ) on students' learning outcomes, both partially and simultaneously. This research employed a quantitative approach with an ex post facto design. The data consisted of 30 students, including learning motivation scores, intelligence quotient (IQ) scores, and learning outcome scores. Learning motivation was treated as the first independent variable (X1), intelligence quotient (IQ) as the second independent variable (X2), and learning outcomes as the dependent variable (Y). Data were analyzed using descriptive statistics, Pearson correlation, multiple linear regression, t-test, F-test, and coefficient of determination. The results showed that the mean score of learning motivation was 75.43, the mean IQ score was 78.27, and the mean learning outcome score was 80.17. Multiple linear regression analysis produced the equation Y = -3.820 - 0.199X1 + 1.265X2, with a coefficient of determination (R²) of 0.963. The F-test indicated that learning motivation and IQ simultaneously had a significant effect on students' learning outcomes (F = 350.842; p < 0.001). Partially, IQ had a significant effect on learning outcomes (t = 10.204; p < 0.001), whereas learning motivation did not show a statistically significant partial effect at the 5% significance level (t = -1.819; p = 0.080).
Pendampingan Persiapan Olimpiade Matematika dan Biologi pada SMAN 18 Gowa Nur Aisyah; Ismi Rayyan; Mutmainnah Mutmainnah; Winda Pratiwi; Riski Seprida; Asmayani Asmayani
Jurnal Insan Pengabdian Indonesia Vol. 4 No. 2 (2026): Juni : Jurnal Insan Pengabdian Indonesia
Publisher : PT. ALHAFI BERKAH INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62007/jouipi.v4i2.1015

Abstract

The application of Mastery Learning in Olympiad mentoring at SMAN 18 Gowa Regency was carried out using a classroom action research model involving 20 students from grades 11 and 12. The mentoring process followed a cyclical structure consisting of planning, action, observation, and reflection, supported by observation techniques, tests, and documentation. The implementation of the mastery learning model effectively improved students’ mathematics learning outcomes, as shown by a significant increase in mastery levels: 65% before the intervention, 75% after the first cycle, and 90% after the second cycle. In addition, the average learning score rose from 71 in the first cycle to 87 in the second cycle, reflecting substantial progress in understanding and problem-solving abilities. These results indicate that Mastery Learning not only enhances students’ mathematics performance but also strengthens their readiness and confidence to compete in the National OSN competition, demonstrating the model’s positive contribution to academic achievement and Olympiad preparation.
Co-Authors Asmayani Asmayani Etty Rosmiati Ismi Rayyan Mutmainnah Mutmainnah Nur Aisyah Nurkhaerat Alimuddin Winda Pratiwi