Email this article 
2.png)
4.png){kind=logo}
6.png)
The Relationship Between Motivation to Learn Biology and Discipline with Students’ Cognitive Learning Outcomes During Online Learning
Abstract
Biology learning and teaching process become more challenging during the Covid-19 pandemic since it is done online. The learning outcomes of the biology lesson during online learning are important for students’ academic achievement. Motivation to learn biology and discipline of students are factors that can influence students’ learning outcomes during online learning. This study aims to determine the correlation between motivation to learn biology and discipline with students’ cognitive learning outcomes during online learning. The research was conducted in February to June 2021 using a descriptive quantitative method with correlational study technique. The sample used was 179 students of grade X MIPA who were selected through simple random sampling technique. The data was collected by survey technique using motivation to learn biology questionnaire, discipline in learning biology during online learning questionnaire, and multiple-choice tests of cognitive learning outcomes. The research results showed that there is a positive correlation between motivation to learn biology with students’ cognitive learning outcomes, a positive correlation between discipline in learning biology during online learning with students’ cognitive learning outcomes, and a positive correlation between motivation to learn biology and discipline in learning biology during online learning with students’ cognitive learning outcomes.
Keywords
Full Text:
PDFReferences
Amri, F., Maryani, I., & Purwanto. (2020). Peningkatan Hasil Belajar Daring Kelas 3 Sd Al-Amin Sinar Putih Melalui Penggunaan Media Video Pembelajaran Youtube. Prosiding Pendidikan Profesi Guru, FKIP Universitas Ahmad Dahlan, 190–197. http://eprints.uad.ac.id/id/eprint/21222
Anggianita, S., Yusnira, Y., & Rizal, M. S. (2020). Persepsi Guru Terhadap Pembelajaran Daring di Sekolah Dasar Negeri 013 Kumantan. Journal of Education Research, 1(2), 177-182. https://doi.org/10.37985/joe.v1i2.18
Arens, A. K., Morin, A. J. S., & Watermann, R. (2015). Relations between classroom disciplinary problems and student motivation: achievement as a potential mediator?. Learning and Instruction, 39, 184–193. https://doi.org/10.1016/j.learninstruc.2015.07.001
Arikunto, S. (2013). Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: PT Rineka Cipta.
Arizona, K., Abidin, Z., & Rumansyah, R. (2020). Pembelajaran Daring Berbasis Proyek Salah Satu Solusi Kegiatan Belajar Mengajar di Tengah Pandemi Covid-19.Jurnal Ilmiah Profesi Pendidikan, 5(1), 64–70. https://doi.org/10.29303/jipp.v5i1.111
Asmuni, A. (2020). Problematika Pembelajaran Daring Di Masa Pandemi Covid 19 dan Solusi Pemecahannya. Jurnal Paedagogy, 7(4), 281-288.
https://e-journal.undikma.ac.id/index.php/pedagogy/article/view/2941
Basar, A. M. (2021). Problematika Pembelajaran Jarak Jauh Pada Masa Pandemi Covid-19: (Studi Kasus di SMPIT Nurul Fajri–Cikarang Barat–Bekasi). Edunesia: Jurnal Ilmiah Pendidikan, 2(1), 208-218. https://doi.org/10.51276/edu.v2i1.112
Dalyono, M. (2015). Psikologi Pendidikan. Jakarta: Rineka Cipta.
Damrongpanit, S. (2019). Factor Structure and Measurement Invariance of the Self-Discipline Model Using the Different-Length Questionnaires: Application of Multiple Matrix Sampling. Universal Journal of Educational Research, 7(1), 133–145. https://doi.org/10.13189/ujer.2019.070118
Darmaji, D., Astalini, A., Kurniawan, D. A., & Perdana, R. (2019). A study relationship attitude toward physics, motivation, and character discipline students senior high school, in Indonesia. International Journal of Learning and Teaching, 11(3), 99–109. http://dx.doi.org/10.18844/ijlt.v11i3.4207
Daud, F. (2012). Pengaruh Kecerdasan Emosional (EQ) dan Motivasi Belajar Terhadap Hasil Belajar Biologi Siswa SMA 3 Negeri Kota Palopo. Jurnal Pendidikan dan Pembelajaran (JPP), 19(2), 243-255. http://journal.um.ac.id/index.php/pendidikan-dan-pembelajaran/article/view/3475
Dewi, K. M. S., Suwatra, I. W., & Suarjana, M. (2019). Kontribusi Disiplin Belajar dan Motivasi Berprestasi terhadap Hasil Belajar Matematika. Journal for Lesson and Learning Studies, 2(1), 121-130. https://doi.org/10.23887/jppp.v2i2.15397
Dianah, L. (2017). Kontribusi Fasilitas dan Disiplin Belajar terhadap Hasil Belajar Siswa dalam Pembelajaran IPS. JSSH (Jurnal Sains Sosial dan Humaniora), 1(2), 51. https://doi.org/10.30595/jssh.v1i2.1478
Elly, R. (2016). Hubungan Kedisiplinan Terhadap Hasil Belajar Siswa Kelas V di SD Negeri 10 Banda Aceh. Jurnal Pesona Dasar, 3(4).
http://jurnal.unsyiah.ac.id/PEAR/article/view/7540
Elianur, C. (2020). Pilihan Media Pembelajaran Daring oleh Guru PAI di Bengkulu Tengah. Jurnal As-Salam, 4(1), 37-45. https://doi.org/10.37249/as-salam.v4i1.142
Fath, A. M. A. (2015). Pengaruh Motivasi, Lingkungan, dan Disiplin Terhadap Prestasi Belajar Siswa pada Mata Pelajaran IPA Kelas V SDN 19 Banda Aceh. Visipena, 6(1), 1-11. https://doi.org/10.46244/visipena.v6i1.344
Fiana, F. J., Daharnis, D., & Ridha, M. (2013). Disiplin Siswa di Sekolah dan Implikasinya Dalam Pelayanan Bimbingan dan Konseling. Konselor, 2(3). https://doi.org/10.24036/02013231733-0-00
Glynn, S. M., Taasoobshirazi, G., & Brickman, P. (2009). Science Motivation Questionnaire: Construct Validation with Nonscience Majors Department of Mathematics and Science Education. Journal of Research in Science Teaching, 46(2), 127–146. https://doi.org/10.1002/tea.20267
Gorbunovs, A., Kapenieks, A., & Cakula, S. (2016). Self-Discipline as A Key Indicator to Improve Learning Outcomes in E-Learning Environment. Procedia-Social and Behavioral Sciences, 231, 256–262. https://doi.org/10.1016/j.sbspro.2016.09.100
Indrianti, R., Djaja, S., & Suyadi, B. (2018). Pengaruh Motivasi dan Disiplin Belajar terhadap Hasil Belajar Mata Pelajaran Prakarya dan Kewirausahaan. Jurnal Pendidikan Ekonomi: Jurnal Ilmiah Ilmu Pendidikan, Ilmu Ekonomi Dan Ilmu Sosial, 11(2), 69-75. https://doi.org/10.19184/jpe.v11i2.6449
Ismail, Z., Halias, N., Saad, R. M., & Mohamed, M. F. (2020). Motivation As The Mediator In Relationship Between Non-Verbal Communication Of Arabic Language Teachers And Student Learning Outcomes. Universal Journal of Educational Research, 8(2), 700–708. https://doi.org/10.13189/ujer.2020.080244
Jayawardana, H. B. A. (2017). Paradigma Pembelajaran Biologi Di Era Digital. Jurnal Bioedukatika, 5(1), 12-17. http://dx.doi.org/10.26555/bioedukatika.v5i1.5628
Jayawardana, H. B. A., & Gita, R. S. D. (2020). Inovasi Pembelajaran Biologi di Era Revolusi Industri 4.0. Prosiding Seminar Nasional Biologi. Gowa. 58-66. https://doi.org/10.24252/psb.v6i1.15544
Kompri. (2016). Motivasi Pembelajaran Perspektif Guru dan Siswa. Bandung: PT Remaja Rosdakarya.
Kusumawati, N. A. (2020). Revitalisasi Learning From Home: Pendidikan Di Masa Pandemik Covid-19. COVID-19: Perspektif Pendidikan, 87.
Lee, K. (2017). Rethinking The Accessibility of Online Higher Education: A Historical Review. The Internet and Higher Education, 33, 15–23. doi: https://doi.org/10.1016/j.iheduc.2017.01.001
Lestari, K. E. (2014). Implementasi Brain-Based Learning untuk Meningkatkan Kemampuan Koneksi dan Kemampuan Berpikir Kritis Serta Motivasi Belajar Siswa SMP. Judika (Jurnal pendidikan UNSIKA), 2(1). https://doi.org/10.35706/judika.v2i1.120
Liu, O. L., Bridgeman, B., & Adler, R. M. (2012). Measuring Learning Outcomes In Higher Education: Motivation Matters. Educational Researcher, 41(9), 352–362. https://doi.org/10.3102/0013189X12459679
Mahadiraja, D., & Syamsuarnis, S. (2020). Pengembangan Modul Pembelajaran Berbasis Daring pada Mata Pelajaran Instalasi Penerangan Listrik Kelas XI Teknik Instalasi Tenaga Listrik TP 2019/2020 Di SMK Negeri 1 Pariaman. JTEV (Jurnal Teknik Elektro dan Vokasional), 6(1), 77-82. https://doi.org/10.24036/jtev.v6i1.107612
Mahrani, N., Ritonga, A., Hasibuan, M. K., & Harahap, S. E. (2020). Analisis Sisi Negatif Moralitas Siswa pada Masa Pembelajaran Jarak Jauh. Thoriqotuna: Jurnal Pendidikan Islam, 3(1), 56-63. https://doi.org/10.47971/tjpi.v3i1.227
Manazila, A., & Purwanti, E. (2017). Hubungan Motivasi Belajar dan Disiplin Siswa dengan Hasil Belajar PKN Kelas V. Joyful Learning Journal, 6(1), 61-70. https://doi.org/10.15294/jlj.v6i1.17686
Moore, J., Dickson-Deane, C., & Galyen, K. (2011). E-Learning, Online Learning and Distance Learning Environments: Are They The Same?. The Internet and Higher Education, 14(2), 129135. doi: https://doi.org/10.1016/j.iheduc.2010.10.001
Mulyasih, P. S., & Suryani, N. (2016). Pengaruh Disiplin Belajar, Lingkungan Keluarga, dan Motivasi Belajar terhadap Prestasi Belajar Mata Pelajaran Pengantar Administrasi. Economic Education Analysis Journal, 5(2), 602-602. https://journal.unnes.ac.id/sju/index.php/eeaj/article/view/13664
Münz, U., Schumm, P., Wiesebrock, A., & Allgöwer, F. (2007). Motivation and Learning Progress Through Educational Games. IEEE Transactions on Industrial Electronics, 54(6), 3141–3144. https://doi.org/10.1109/TIE.2007.907030
Nugraheni, S. (2019). Hubungan Antara Motivasi Belajar dengan Disiplin Belajar Siswa.Journal for Lesson and Learning Studies, 2(1), 30–36. https://doi.org/10.23887/jlls.v2i1.17317
Pakpahan, R., & Fitriani, Y. (2020). Analisa Pemanfaatan Teknologi Informasi dalam Pembelajaran Jarak Jauh di Tengah Pandemi Virus Corona Covid-19. Journal of Information System, Applied, Management, Accounting and Research, 4(2), 30-36. https://journal.stmikjayakarta.ac.id/index.php/jisamar/article/view/181
Pangondian, R. A., Santosa, P. I., & Nugroho, E. (2019). Faktor - Faktor yang Mempengaruhi Kesuksesan Pembelajaran Daring dalam Revolusi Industri 4.0. Sainteks 2019, 56–60. https://prosiding.seminar-id.com/index.php/sainteks/article/view/122
Pasaribu, A. I., Ritonga, M. N., & Lubis, R. (2021). Analisis Hasil Pembelajaran Matematika Secara Online Selama Masa Pandemi Covid-19 Bagi Siswa SMK Se Kecamatan Sosorgadong. Jurnal MathEdu (Mathematic Education Journal), 4(1), 126-132.
Pawicara, R., & Conilie, M. (2020). Analisis Pembelajaran Daring terhadap Kejenuhan Belajar Mahasiswa Tadris Biologi IAIN Jember di Tengah Pandemi Covid-19. ALVEOLI: Jurnal Pendidikan Biologi, 1(1), 29-38. https://doi.org/10.35719/alveoli.v1i1.7
Pradipta, I. A., Chavidowaty, I. D., Hermawan, R., & Kharisma, H. (2020). Sebuah Implikasi Penerapan Blended Learning Selama Covid-19 untuk Mata Pelajaran Simulasi Digital Kelas X SMK. Edudikara: Jurnal Pendidikan dan Pembelajaran, 5(4), 207-216. https://doi.org/10.32585/edudikara.v5i4.195
Prihatin, E. (2011). Manajemen Peserta Didik. Bandung: Alfabeta.
Purwanto, A., Pramono, R., Asbari, M., Hyun, C. C., Wijayanti, L. M., & Putri, R. S. (2020). Studi Eksploratif Dampak Pandemi Covid-19 terhadap Proses Pembelajaran Online Di Sekolah Dasar. EduPsyCouns: Journal of Education, Psychology and Counseling, 2(1), 1–12. https://ummaspul.e-journal.id/Edupsycouns/article/view/397
Purwanto, M. N. (2004). Psikologi Pendidikan. Bandung: PT Remaja Rosdakarya.
Rigianti, H. A. (2020). Kendala Pembelajaran Daring Guru Sekolah Dasar di Banjarnegara. Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an, 7(2). https://doi.org/10.31316/esjurnal.v7i2.768
Ryan, S., Kaufman, J., Greenhouse, J., She, R., & Shi, J. (2016). The Effectiveness of Blended Online Learning Courses At the Community College Level. Community College Journal of Research and Practice, 40(4), 285–298. doi: https://10.1080/10668926.2015.1044584
Saputro, S. T., & Pardiman, P. (2012). Pengaruh Disiplin Belajar dan Lingkungan Teman Sebaya terhadap Prestasi Belajar Mahasiswa Program Studi Pendidikan Akuntansi Angkatan 2009 Fakultas Ekonomi Universitas Negeri Yogyakarta. Jurnal Pendidikan Akuntansi Indonesia, 10(1). https://doi.org/10.21831/jpai.v10i1.923
Selvianus, S., Putu, R., & Manik, W. (2013). Pengaruh Model Pembelajaran Kontekstual Berbantuan Tutor Sebaya Terhadap Hasil Belajar Biologi Ditinjau Dari Motivasi Belajar. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha. 3(1). https://ejournal-pasca.undiksha.ac.id/index.php/jurnal_ipa/article/view/749
Setyorini, I. (2020). Pandemi Covid-19 dan Online Learning: Apakah Berpengaruh terhadap Proses Pembelajaran pada Kurikulum 13. Journal of Industrial Engineering & Management Research, 1(1), 95-102. https://doi.org/10.7777/jiemar.v1i1.31
Sobri, M., & Moerdiyanto. (2014). The Effect of Discipline and Autonomy Learning on the Learning Achievement In Economics Subject. Jurnal Harmoni Sosial, 1(1), 43–56.
Sudarsana, I. K. (2020). Pembelajaran dalam Jaringan dan Upaya Memutus Pandemi. COVID-19: Perspektif Pendidikan, 1. https://www.researchgate.net/profile/I-Ketut-Sudarsana/publication/344436067_COVID-19_Perspektif_Pendidikan/links/5f753796299bf1b53e032656/COVID-19-Perspektif-Pendidikan.pdf
Sugeng, H. (2016). Pengaruh Kedisiplinan Siswa dan Motivasi Belajar terhadap Prestasi Belajar Siswa pada Mata Pelajaran Ekonomi Di SMA Swasta Depok. Jurnal Faktor UNINDRA, 3(3), 261-274. http://dx.doi.org/10.30998/fjik.v3i3.939
Sulfemi, W. B. (2018). Hubungan Motivasi Belajar dengan Hasil Belajar IPS di SMP Kabupaten Bogor. Edutecno, 18(106), 1–12. https://doi.org/10.31227/osf.io/eqczf
Suparya, I. K. (2020). Belajar dari Rumah Selama Masa Pandemi Covid 19. COVID-19: Perspektif Pendidikan, 63.
Supriyatin, S., Miarsyah, M., & Melia, M. (2017). Hubungan Antara Persepsi Siswa Tentang Gaya Kepemimpinan Transaksional Guru dengan Motivasi Belajar Biologi Siswa. Biosfer: Jurnal Pendidikan Biologi, 10(1), 45-49. https://doi.org/10.21009/biosferjpb.10-1.6
Susanto, H. P. (2016). Analisis Hubungan Kecemasan, Aktivitas, dan Motivasi Berprestasi dengan Hasil Belajar Matematika Siswa. Beta: Jurnal Tadris Matematika, 9(2), 134-147. https://doi.org/10.20414/betajtm.v9i2.10
Susanto, T. (2020). Peningkatan Hasil Belajar Siswa melalui Metode Team Games Tournament pada Pembelajaran Daring Matematika Kelas V SD Negeri Jagalan. Jurnal Pendidikan Dompet Dhuafa, 10(02), 31-35.
Sutriyanti, N. K. (2020) Teknologi E-Learning dalam Pengembangan Nilai-Nilai Karakter Peserta Didik Di Masa Pandemi Covid-19. COVID-19: Perspektif Pendidikan, 115.
Syafi'i, A., Marfiyanto, T., & Rodiyah, S. K. (2018). Studi Tentang Prestasi Belajar Siswa dalam Berbagai Aspek dan Faktor yang Mempengaruhi. Jurnal Komunikasi Pendidikan, 2(2), 115-123. https://doi.org/10.32585/jkp.v2i2.114
Tomlinson, C. A. & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design Connecting Content and Kids. ASCD Publisher
Trisnadewi, K., & Muliani, N. M. (2020). Pembelajaran daring di masa pandemi covid-19. COVID-19: Perspektif Pendidikan, 35.
Tulus, Tu’u. (2004). Peran Disiplin pada Perilaku dan Prestasi Belajar. Jakarta: Grasindo.
Utami, Y. P., & Cahyono, D. A. D. (2020). Study At Home: Analisis Kesulitan Belajar Matematika pada Proses Pembelajaran Daring. Jurnal Ilmiah Matematika Realistik, 1(1), 20-26. https://doi.org/10.33365/ji-mr.v1i1.252
Utari, R. A., & Widodo, J. (2018). Pengaruh Kepemimpinan Instruksional Guru dan Fasilitas Kelas terhadap Prestasi Belajar Siswa melalui Motivasi Belajar. Economic Education Analysis Journal, 7(3), 1040–1055. https://doi.org/10.15294/eeaj.v7i3.28338
Winaya, I. M. A. (2020). Pembelajaran Daring yang Efektif Sebagai ‘New Normal’ Sekolah di Tengah Pandemi Covid-19. COVID-19: Perspektif Pendidikan, 173.
Wulandari, M. A., Arga, H. S. P., Kelana, J. B., Altaftazani, D. H., & Ruqoyyah, S. (2020). Analisis Pembelajaran “Daring” Pada Guru Sekolah Dasar di Era Covid-19. Jurnal Ilmiah P2M STKIP Siliwangi, 7(2), 164-168.
http://e-journal.stkipsiliwangi.ac.id/index.php/p2m/article/view/2002
DOI: https://doi.org/10.20961/bioedukasi-uns.v15i2.53849
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Bioedukasi: Jurnal Pendidikan Biologi
|
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.