PENGARUH PELATIHAN GOAL SETTING UNTUK MENINGKATKAN MOTIVASI BELAJAR PADA MAHASISWA

N. A. Setiawan
{"title":"PENGARUH PELATIHAN GOAL SETTING UNTUK MENINGKATKAN MOTIVASI BELAJAR PADA MAHASISWA","authors":"N. A. Setiawan","doi":"10.24042/AJP.V2I1.4150","DOIUrl":null,"url":null,"abstract":"ABSTRACT The purpose of this research was to obtain the effect of goal setting training in improving students motivation to learn. The hypothesis of this study that there were a difference between the level of student learning motivation experiment group with control group were given before and after goal setting training. Students are given goal setting training (experiment group) will increase the learning motivation after treated by goal setting training than students who did not receive goal setting training (control group). Subjects in this study amounted to eighteen for the experimental group and also for the control group. Measuring instruments used to measure the level of learning motivation was learning motivation scale. Experimental design used in this study was Pre-Test Post-Test Control Group Design and the process of determining the subject done randomly. The analysis used was a parametric statistical test models of the Independent Sample T - Test to see differences in learning motivation scores between the experimental group with the control group. The results of the pretest data analysis using Independent Sample T-Test known sig = 0.798 ( p > 0.05), and posttest data analysis known sig = 0.000 ( p < 0.005 ). Meanwhile, to see the difference in pretest scores, posttest, and follow-up used paired sample T-test in the experimental group and the control group. The results of data analysis used Paired Sample T-Test on the pretest-posttest scores showed t = -23.884 with a significance level = 0.000 (p< 0.005), the results of the analysis on the posttest-follow-up scores showed t = 4,481 with a significance level = 0.000 (p< 0.005), and the results of the analysis on the pretest score-followup showed t = -20 821 with a significance level = 0.000 (p<0.005). The results of this analysis showed that the experimental group treated with increased motivation to learn after being given the training goal setting than before given the goal setting training. Keywords: goal setting training, learning motivation","PeriodicalId":142900,"journal":{"name":"ANFUSINA: Journal of Psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2019-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"ANFUSINA: Journal of Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.24042/AJP.V2I1.4150","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

Abstract

ABSTRACT The purpose of this research was to obtain the effect of goal setting training in improving students motivation to learn. The hypothesis of this study that there were a difference between the level of student learning motivation experiment group with control group were given before and after goal setting training. Students are given goal setting training (experiment group) will increase the learning motivation after treated by goal setting training than students who did not receive goal setting training (control group). Subjects in this study amounted to eighteen for the experimental group and also for the control group. Measuring instruments used to measure the level of learning motivation was learning motivation scale. Experimental design used in this study was Pre-Test Post-Test Control Group Design and the process of determining the subject done randomly. The analysis used was a parametric statistical test models of the Independent Sample T - Test to see differences in learning motivation scores between the experimental group with the control group. The results of the pretest data analysis using Independent Sample T-Test known sig = 0.798 ( p > 0.05), and posttest data analysis known sig = 0.000 ( p < 0.005 ). Meanwhile, to see the difference in pretest scores, posttest, and follow-up used paired sample T-test in the experimental group and the control group. The results of data analysis used Paired Sample T-Test on the pretest-posttest scores showed t = -23.884 with a significance level = 0.000 (p< 0.005), the results of the analysis on the posttest-follow-up scores showed t = 4,481 with a significance level = 0.000 (p< 0.005), and the results of the analysis on the pretest score-followup showed t = -20 821 with a significance level = 0.000 (p<0.005). The results of this analysis showed that the experimental group treated with increased motivation to learn after being given the training goal setting than before given the goal setting training. Keywords: goal setting training, learning motivation
目标设定培训对学生学习动机的影响
摘要本研究旨在了解目标设定训练对提高学生学习动机的效果。本研究假设实验组与对照组在目标设定训练前后的学生学习动机水平存在差异。接受目标设定训练的学生(实验组)比未接受目标设定训练的学生(对照组)在接受目标设定训练后的学习动机有所提高。在这项研究中,实验组和对照组共有18名受试者。学习动机水平的测量工具是学习动机量表。本研究采用的实验设计为前测后测控制组设计和随机确定被试过程。使用独立样本T检验的参数统计检验模型来分析实验组与对照组在学习动机得分上的差异。采用独立样本t检验的前测数据分析结果已知sig = 0.798 (p > 0.05),后测数据分析已知sig = 0.000 (p < 0.005)。同时,实验组和对照组在前测、后测、随访方面的差异采用配对样本t检验。数据分析采用配对样本t检验,前测-后测得分分析结果为t = -23.884,显著性水平为0.000 (p<0.005),后测-随访得分分析结果为t = 4481,显著性水平为0.000 (p<0.005),前测-随访得分分析结果为t = - 20821,显著性水平为0.000 (p<0.005)。分析结果表明,实验组在接受目标设定训练后的学习动机明显高于接受目标设定训练前的学习动机。关键词:目标设定训练,学习动机
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信