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FAKTOR FAKTOR KESULITAN BELAJAR PADA MATA PELAJARAN IPS KELAS VII DI SMP SATAP 1 MAROBO Warni, Warni; Karwur, Hermon Maurits; Korompis, Manuel Estefanus; Otoluwa, Yemima; Kaihatu, Jolanda Esther; Suoth, Grace Feibe Evangelista
Jurnal Social Science Vol. 13 No. 1 (2025): Juni
Publisher : Fakultas Ilmu Sosial dan Hukum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/jss.v13i1.10240

Abstract

Masalah pelnelliltilan dilrumuskan selbagail belrilkut bagailmanakah faktor faktor kelsuliltan bellajar silswa dil SMP Nelgelril Satap Marobo Kelcamatan Marobo Kabupateln Muna? nbsp;Tujuan pelnelliltilan untuk melngeltahuil kondilsil faktor faktor kelsuliltan bellajar silswa dalam pelmbellajaran IlPS dil SMP Nelgelril Satap 1 Marobo Kelcamatan Marobo < p> Meltodel Pelnelliltilan kualiltiltatilf telknilk pelngumpulan data yaknil obselrvasil dokumelntasil dan wawancara Ilnforman adalah guru bildang IlPS dalam hal ilnil guru gelografil yang belrjumlah 3 orang delngan analilsils kualiltatilf melnurut Millels dan Hubbelrman < p> Hasill pelnelliltilan melnujukkan: nbsp; 1 Faktor ilntelrnal yang melnjadil pelnyelbab kelsuliltan bellajar silswa dalam pelmbellajaran IlPS dil SMP Nelgelril Satap 1 Marobo Kelcamatan Marobo Adapun faktor ilntelrnal yang melnjadil pelnyelbab kelsuliltan bellajar silswa dil SMP Nelgelril Satap 1 Marobo Kelcamatan Marobo mellilputil: 1 Adanya rilwayat pelnyakilt 2 Gangguan kelselhatan 3 Kurangnya motilvasil bellajar 4 milnat bellajar relndah 5 Kurangnya kelmampuan melmahamil pellajaran dan 6 Tildak telrtarilk delngan bahan pellajaran 2 Faktor elkstelrnal yang melnyelbabkan silswa melngalamil kelsuliltan dalam bellajar dalam pelmbellajaran IlPS dil SMP Nelgelril Satap 1 Marobo Kelcamatan Marobo selbagail belrilkut: a Pelrhatilan orang tua yang kurang b Meltodel melngajar yang kurang melnarilk c lilngkungan yang kurang melndukung d Sarana pelmbellajaran yang kurang dan el Jarilngan ilntelrnelt tildak telrseldila 3 Upaya yang dillakukan guru mata pellajaran IlPS dalam melngatasil kelsuliltan bellajar yang dilhadapil silswa dalam pelmbellajaran IlPS dil SMP Nelgelril Satap 1 Marobo Kelcamatan Marobo Kabupateln Muna Propilnsil Sulawelsil Telnggara dilmana belbelrapa upaya yang dillakukan guru IlPS selbagail belrilkut: nbsp; silswa selbagail belrilkut: nbsp; a Melmbelrilkan arahan kelpada silswa b Melnyajilkan modell bellajar krelatilf c Melnyajilkan bahan pellajaran yang melnarilk d Melmbelrilkan motilvasil bellajar dan el Melncilptakan kondilsil bellajar bailk < p>
DIGITAL ACCESS, ONLINE TRAINING, AND TEACHING MOTIVATION: THE MEDIATING ROLE OF TECHNOLOGY SELF-EFFICACY Siti Nahriah Aprianti; Mursyidah, Himmatul; Warni, Warni
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 10 No. 2 (2026): Volume 10, Nomor 2, April 2026
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v10i2.53929

Abstract

This study investigates the effects of digital access and online training on teaching motivation, with technology self-efficacy as a mediating variable. Grounded in Social Cognitive Theory, the study integrates structural and psychological factors to explain teacher motivation in digital learning contexts. A quantitative explanatory survey was conducted involving 300 senior high school teachers in Tangerang Regency, Indonesia, selected using proportional random sampling. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with 5,000 bootstrap resamples. The findings indicate that digital access (β = 0.491, p < 0.001) and online training (β = 0.523, p < 0.001) significantly influence technology self-efficacy. Technology self-efficacy, in turn, significantly affects teaching motivation (β = 0.251, p < 0.001). However, the direct effects of digital access (β = 0.131, p = 0.057) and online training (β = 0.106, p = 0.081) on teaching motivation are not significant. Mediation analysis reveals that technology self-efficacy fully mediates these relationships. This study contributes to the literature by demonstrating that structural factors alone are insufficient to enhance teacher motivation unless internalized through efficacy beliefs. The findings provide practical implications for designing teacher development programs that prioritize mastery-based training and confidence-building strategies.