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The Islamic Religious Educational Journal
Published by Sekolah Tinggi Agama Islam Persatuan Umat Islam Majalengka
ISSN : 2961855X     EISSN : -     DOI : https://doi.org/10.65585
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
Pendidikan Agama Islam Pendidikan Mental, Karakter dan Moral Manajemen Pendidikan Pendekatan, Strategi, Metode, dan Model Pendidikan Desain dan Pengembangan Kurikulum Media dan Teknologi Pembelajaran Teori-teori Belajar Assesmen dan Evaluasi Pembelajaran Pengembangan Profesional Guru PAI Pendidikan Agama Islam dan Aplikasinya
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 31 Documents
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Pengaruh Motivasi Dan Persepsi Mahasiswa Pada Psikologi Terhadap Prestasi Belajar Mata Kuliah Psikologi Lela Nurlaila
Ta'lim: The Islamic Religious Educational Journal Vol. 3 No. 2 (2024): EDISI SEPTEMBER
Publisher : Sekolah Tinggi Agama Islam Persatuan Umat Islam Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65585/jt.v3i2.181

Abstract

Academic achievement is a key indicator in evaluating the success of the learning process in higher education. Various psychological factors contribute to the attainment of academic achievement, particularly students’ motivation and their perceptions of the courses they take. This study aims to analyze the influence of motivation and students’ perceptions on the learning achievement in the Psychology course among students of the Guidance and Counseling Study Program at Nahdlatul Ulama University of Cirebon. This research employed a quantitative approach with multiple linear regression analysis. The research instruments consisted of a learning motivation questionnaire, a student perception questionnaire for the Psychology course, and documentation of final course grades. The sample included 78 students selected through purposive sampling. The findings indicate that motivation and students’ perceptions have a significant influence on academic achievement, with motivation serving as the most dominant contributing variable. These results emphasize the importance of internal student factors in determining the quality of learning outcomes.

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