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All Journal Journal of Multidisciplinary Inquiry in Science, Technology and Educational Research
Rahmi, Alfani
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Humanities Economics, Econometrics & Finance Education Social Sciences Other

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Hubungan Antara Motivasi Belajar dan Prestasi Matematika Siswa SDN 01 Malalo Rahmi, Alfani; Ayu Anastasha, Desti; Safrizal
Journal of Multidisciplinary Inquiry in Science, Technology and Educational Research Vol. 2 No. 1b (2025): NOVEMBER 2024 - JANUARI 2025 (TAMBAHAN)
Publisher : UNIVERSITAS SERAMBI MEKKAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/mister.v2i1b.2866

Abstract

The purpose of this study was to determine how math learning success and learning motivation relate to each other among students of SD Negeri 01 Malalo. This kind of research is experimental in nature. Under controlled circumstances, experimental research is a technique used to investigate how certain therapies affect others. Qualitative and quantitative methods were used in this study. Data on student learning achievement was obtained from test results, while data on student learning motivation was collected through a motivation questionnaire. Time Series design is the design used in this study. The sample of this study consisted of 27 students from class V A, while the population of this study consisted of 105 students of class V SD Negeri 01 Malalo. The questionnaire method and the test method were used as data collection procedures in this study. Test sheets and questionnaires serve as research tools. Based on the research results, students' learning motivation (X) and math learning achievement (Y) are positively and significantly correlated. The relationship between learning desire and arithmetic learning achievement is shown by the findings of the data analysis, which resulted in r table and r calculated values of 0.381 and 0.388 for an error rate of 5% with n = 27. Given the price ????ℎ???????????????????? > ???????????????????????? (0.388 > 0.381), it can be said that learning motivation and math learning achievement have a positive and significant relationship of 0.388.
Co-Authors Ayu Anastasha, Desti Safrizal