学习动机与纪律对州立小学伊斯兰宗教教育学生学习成果的影响

Amalia Fasya, Nefi Darmayanti, Junaidi Arsyad
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引用次数: 19

摘要

本研究旨在确定学习动机对PAI学习成就的影响,学科对PAI学习成就的影响,以及学习动机和学科对SDN 101815 Sidodadi PAI学习成就的影响。这种类型的研究是定量的,四、五、六年级共有177名学习者,样本为66名学习者。数据收集技术使用带有李克特量表的问卷,而数据分析技术使用仪器测试、效度和信度测试。假设检验使用多元线性回归检验、t检验、F检验和效率测定。结果显示:学习动机对PAI学习成就的影响为6,076 > 1999,sig值为0.000 < 0.05;学科对PAI学习成就的影响为6,659 > 1999,sig值为0.000 < 0.05。学习动机和学科对PAI学习成绩的影响由41,657 > 3,140共同得出,sig值为0.000 < 0.05,决定值R为0.569(56.9%),即56.9%的PAI学习成绩受学习动机和学科因素的影响。相比之下,43.1%的受其他因素影响,如家庭、环境、经济、设施等因素,本研究未进行研究。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Influence of Learning Motivation and Discipline on Learning Achievement of Islamic Religious Education in State Elementary Schools
This study aims to determine the influence of learning motivation on PAI learning achievement, the influence of discipline on PAI learning achievement, and the influence of learning motivation and discipline on PAI learning achievement at SDN 101815 Sidodadi together. This type of research is quantitative, with a population of all classes IV, V, and VI totalling 177 learners and a sample of 66 learners. The data collection technique uses a questionnaire with a Likert scale, while the data analysis technique uses instrument tests, validity, and reliability tests. The hypothesis test uses multiple linear regression tests, t-tests, F tests, and efficiency determination. The results revealed that there was a positive and significant influence between learning motivation on PAI learning achievement of 6,076 > 1,999 and a sig value of 0.000 < 0.05, while the influence between discipline on PAI learning achievement was 6,659 > 1,999 and a sig value of 0.000 < 0.05. The influence between learning motivation and discipline on PAI learning achievement was jointly obtained by 41,657 > 3,140 with a sig value of 0.000 < 0.05 and a determination value of R  0.569 (56.9 %) means that 56.9% of PAI learning achievement is influenced by learning motivation and discipline factors. In comparison, 43.1% is influenced by other factors that were not studied in this study, such as family, environmental, economic, facility and other factors.
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