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All Journal Jurnal Penelitian dan Pendidikan IPS Al-Muaddib : Jurnal Kajian Ilmu Kependidikan
Fauzia Putra, Dwi
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Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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Pengaruh Kompetensi Pedagogik Guru dan Motivasi Belajar Terhadap Prestasi Belajar IPS Siswa SDN Gugus 1 Kecamatan Walea Besar Kabupaten Tojo Una-una Taufik; Kaluge, Laurens; Fauzia Putra, Dwi
Jurnal Penelitian dan Pendidikan IPS Vol. 17 No. 1 (2023): April
Publisher : Direktorat Pascasarjana Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jppi.v17i1.8905

Abstract

This study aims to determine and analyze the influence of teacher pedagogic competence on learning achievement, the influence of learning motivation on learning achievement, and the influence together of the influence of teacher pedagogic competence and learning motivation on the learning achievement of social studies subjects of SDN Cluster 1 Walea Besar District, Tojo Una-una Regency. This study uses a quantitative approach with a correlational descriptive design. The population in this study was all students of SDN Cluster 1, Walea Besar District, Tojo Una-una Regency, as many as 362 students. The sampling technique uses cluster sampling technique with a total of 80 students in grades IV, V, and VI of SDN 1 Supply. The data collection method uses questionnaires and documents, while the questionnaires are tested simultaneously with research samples with validity and reliability tests. Based on the results of the data analysis obtained, this study found that there is an influence of teacher pedagogic competence on student learning achievement. This is evidenced by the value for the teacher's pedagogical competence variable (X1) in the Sig column. is 0.000 less than alpha 0.05 and the calculated value is greater than the ttable at the 5% significance level of 12.932 > 1.664. There is an influence of learning motivation on student learning achievement. This is evidenced by the value for the variable pedagogical competence of the learning teacher (X2) in the Sig column. is 0.000 less than alpha 0.05 or the calculated value greater than ttable i.e. 10.258 > 1.664. There is no influence of teacher pedagogic competence and motivation to learn together on student learning achievement. This is evidenced by the sig column. is 0.816 more than alpha 0.05.
THE EFFECT OF THE PROBLEM BASED LEARNING MODEL, AUDIO VISUAL MEDIA AND SCHOOL ENVIRONMENT ON STUDENTS' MOTIVATION TO LEARN SOCIAL SCIENCES AT SDN BANTARAN 1 Yunita, Astrie; Sri Hariani, Lilik; Fauzia Putra, Dwi
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 1 (2026): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/yqnt9w09

Abstract

This study aims to analyze the influence of Problem Based Learning (PBL), audiovisual media, and school environment on students' learning motivation in Social Studies (IPS) at SDN Bantaran 1. Specifically, it investigates the partial and simultaneous effects of the three independent variables on students' learning motivation. The research employed a quantitative approach with an explanatory research design. The population consisted of all fourth, fifth, and sixth grade students at SDN Bantaran 1, totaling 77 students, who were also used as the research sample (saturated sampling). Data collection was conducted using a Likert-scale questionnaire that has been tested for validity and reliability. The data were analyzed using descriptive statistics and multiple linear regression, including t-test, F-test, and the coefficient of determination (R²), with the assistance of SPSS software. The results showed that only the school environment variable had a significant positive effect on learning motivation (Sig. = 0.002 < 0.05). In contrast, Problem Based Learning and audiovisual media did not show a significant partial effect. However, all three variables together had a significant simultaneous effect on learning motivation (F = 9.045, Sig. = 0.000). The coefficient of determination (R²) was 0.271, indicating that 27.1% of the variation in learning motivation could be explained by the three independent variables. These findings suggest that the school environment plays a more dominant role in shaping students' learning motivation, compared to the applied learning model and media used .
Co-Authors Laurens Kaluge, Laurens Lilik Sri Hariani Taufik Yunita, Astrie