Hubungan Self Awareness Dan Motivasi Belajar Dengan Hasil Belajar Peserta Didik Pada Mata Pelajaran Biologi

Ria Rahmawati, Purwati Kuswarini Suprapto, Dea Diella

Abstract


This research is a correlational study that aims to determine the correlation between self awareness and motivation to learn with biology learning outcomes. The research sample was 65 students by purposive sampling. Data collection techniques used questionnaires and documentation of end-of-year biology assessment scores. The self awareness questionnaire research instrument consisted of 28 items and the Course Interest Survey (CIS) to measure learning motivation with 22 items. The analysis technique used is Pearson's correlation test and multiple regression test. The results of the study show that there is a relationship between self awareness and learning motivation with student learning outcomes. The correlation coefficient (R) is 0.378, which means that the correlation between the three variables is low. In addition, the coefficient of determination (R2) is 0.143, which means that the contribution of self-awareness and learning motivation to learning outcomes is 14.3%.

Penelitian ini merupakan korelasional yang bertujuan untuk mengetahui hubungan antara self awareness dan motivasi belajar dengan hasil belajar biologi. Sampel penelitian sebanyak 65 peserta didik secara purposive sampling. Teknik pengumpulan data menggunakan angket dan dokumentasi skor penilaian akhir tahun biologi. Instrumen penelitian angket self awareness sebanyak 28 item serta Course Interest Survey (CIS) untuk mengukur motivasi belajar dengan 22 item. Teknik analisis yang digunakan adalah uji korelasi pearson dan uji regresi ganda. Hasil penelitian menunjukkan terdapat hubungan antara self awareness dan motivasi belajar dengan hasil belajar peserta didik. Nilai koefisien korelasi (R) sebesar 0,378 yang artinya hubungan ketiga variabel tersebut termasuk rendah. Selain  itu diperoleh koefisien determinasi (R2) sebesar 0,143 yang berarti bahwa kontribusi dari self awareness dan motivasi belajar terhadap hasil belajar yaitu sebesar 14,3%.

Kata kunci: hasil belajar, motivasi belajar biologi, self awareness

 

DOI: http://dx.doi.org/10.23960/jbt.v10.i3.25576


Keywords


Self Awareness, Learning Motivation, Learning Outcomes

Full Text:

PDF

References


Agustina, Tri, Martina Restuati, and Fitriatul Asphani. 2017. “Hubungan Kecerdasan Emosional Dan Kecerdasan Intelektual Terhadap Hasil Belajar Biologi Siswa Pada Materi Sistem Saraf Di SMA Asy-Syafi’iyah Medan.” Jurnal Pendidikan Matematika Dan Sains 12(1):39–43.

Arabsarhangi, Mansureh, and Iraj Noroozi. 2014. “The Relationship between Self-Awareness and Learners’ Performance on Different Reading Comprehension Test Types among Iranian EFL Elementary Learners.” Theory and Practice in Language Studies 4(4):675–85. doi: 10.4304/tpls.4.4.675-685.

Awe, Ermelinda Yosefa, and Kristina Benge. 2017. “Hubungan Antara Minat Dan Motivasi Belajar Dengan Hasil Belajar Ipa Pada Siswa Sd.” Journal of Education Technology 1(4):231. doi: 10.23887/jet.v1i4.12859.

Bhattacharya, D., Bhattacharyya, K., & AbhijitGuha. (2020). Heart over the head: science teachers influence in developing self-awareness among their adolescent students. EPRA International Journal of Multidisciplinary Research (IJMR) - Peer Reviewed Journa, 6(11). doi:https://doi.org/10.36713/epra5410

Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education (7 ed.). New York: McGraw-Hill Higher Education.

Goleman, D. (2001). Emotional intellegence: Kecerdasan emosional mengapa EI lebih penting daripada IQ. (T. Hermaya, Trans.) Jakarta: PT Gramedia Pustaka Utama.

Goleman, D. (1998). Working with emotional intellegence: Kecerdasan emosi untuk mencapai puncak prestasi. Jakarta: PT Gramedia Pustaka Utama.

Hutagaol, Anggun Ronauli, and Tri Harsono. 2016. “The Correlation Of Learning Motivation On Student ’ S Learning Outcomes In Cell Subject For Grade Vii Science Program Sman 3 Sibolga Academic Pendidikan Pada Dasarnya Adalah Suatu Proses Dalam Rangka Mempengaruhi Siswa Agar Dapat Menyesuaikan Diri Sebaik .” 4(1):27–3.

Jihad, A., & Haris, A. (2019). Evaluasi pembelajaran. Yogyakarta: Multi Pressindo.

Keller, John M. 2010. Motivational design for learning and performance: The ARCS model approach. (1st ed.). Boston: Springer. https://doi.org/10.1007/978-1-4419-1250-31

Majid, Abdul, and Zainal Abidin Arief. 2015. “Hubungan Antara Motivasi Belajar Dan Partisipasi Siswa Dengan Hasil Belajar Pada Mata Pelajaran Matematika (Survey Pada Siswa Kelas VIII Di MTs Attaqwa Cicurug Sukabumi).” Jurnal Teknologi Pendidikan 4(1):1–11. doi: 10.32832/tek.pend.v4i1.474.

Patricia Aguilera-Hermida, A. 2020. “College Students’ Use and Acceptance of Emergency Online Learning Due to COVID-19.” International Journal of Educational Research Open 1(September):100011. doi: 10.1016/j.ijedro.2020.100011.

Rini, A. M., Maskun., & Ekwandari, Y. S. (2018). Hubungan kesadaran diri Dengan hasil belajar sejarah peserta didik SMA Negeri 1 Pagelaran. Fakultas Keguruan dan Ilmu Pendidikan: Universitas Lampung.

Saputra, Hendra Dani, Faisal Ismet, and Andrizal Andrizal. 2018. “Pengaruh Motivasi Terhadap Hasil Belajar Siswa SMK.” INVOTEK: Jurnal Inovasi Vokasional Dan Teknologi 18(1):25–30. doi: 10.24036/invotek.v18i1.168.

Sihaloho, Rizki Pangihutan. 2019. “Hubungan Antara Self Awareness Dengan Deindividuasi Pada Mahasiswa Pelaku Hate Speech.” Jurnal Ilmiah Mandala Education 5(2):114–23.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2023

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

View My Stats

Creative Commons License
The copyright is reserved to The Jurnal Bioterdidik: Wahana Ekspresi Ilmiah that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.