Article Per Year (5 Year)
p-Index From 2020 - 2025
0.23
P-Index
This Author published in this journals
All Journal Venus: Jurnal Publikasi Rumpun Ilmu Teknik
Adlan Mughni
Unknown Affiliation
Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Engineering

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
Hubungan Motivasi Belajar terhadap Hasil Belajar Mata Pelajaran Produk Kreativitas Kewirausahaan Kelas XI di SMK Semen Padang Adlan Mughni; Nelvi Erizon
Venus: Jurnal Publikasi Rumpun Ilmu Teknik  Vol. 3 No. 5 (2025): Venus: Jurnal Publikasi Rumpun Ilmu Teknik
Publisher : Asosiasi Riset Ilmu Teknik Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/venus.v3i5.1127

Abstract

Students’ learning outcomes are influenced by various internal and external factors, one of which is learning motivation. This study aims to analyze the relationship between learning motivation and learning outcomes in the Creative Product and Entrepreneurship (PKK) subject among 11th-grade students at SMK Semen Padang. The research employed a quantitative approach with a correlational design. The population consisted of 47 students, all of whom were included as samples using the total sampling technique. Data on learning motivation were collected through a questionnaire, while learning outcomes were obtained from official school records. Data analysis was carried out using descriptive statistics and the Pearson Product Moment correlation test. The results revealed a positive and significant relationship between learning motivation and learning outcomes (r = 0.547 > 0.288; p = 0.000 < 0.05), with a contribution of 29.9%. These findings indicate that the higher the students’ learning motivation, the better their academic performance. This study highlights the crucial role of motivation as a determinant of academic achievement and suggests that teachers should foster students’ learning enthusiasm through engaging and interactive teaching strategies.
Co-Authors Nelvi Erizon