Analyzing Student's Motivation Towards Science Learning in Junior High School
DOI:
10.29303/jppipa.v10i7.7297Published:
2024-07-30Issue:
Vol. 10 No. 7 (2024): July: In PressKeywords:
Science learning, Junior High School students, MotivationResearch Articles
Downloads
How to Cite
Downloads
Metrics
Abstract
Motivation is one of the factors that influence student learning outcomes, especially science learning. Motivation has an impact on the results of students' learning and must be concerned to enhance student motivation. This research aims to investigate Junior High School students' motivation in science learning. The survey method, which is a quantitative research method, was used in this research. The instrument named Students' Motivation Towards Science Learning Questionnaire (SMTSLQ), and open-ended questions were applied to Junior High School students who studied in Junior High School, West Java, Indonesia. The participants of this research are 1018, with 622 female and 396 male students. The collected data was analyzed with descriptive statistics, then supported by the answers to open-ended questions from the students. The findings showed that the average self-efficacy is 3.38, active learning strategies is 3.83, science learning value is 3.68, performance goal is 2.9, achievement goal is 3.69, and learning environment stimulation is 3.39. The total average is 3.52, which means the students in Junior High School are categorized as having a high level of motivation in science learning. Based on the students' answers to open-ended questions, they are motivated to learn science because science is fun and interesting to learn, and teachers are able to provide experiences from experiments. Meanwhile, students who are not motivated to learn science because science is a complex subject and difficult to understand, and teachers who give a lot of assignments without experimentation
References
Aji, C. A., & Khan, M. J. (2019). The impact of active learning on students’ academic performance. Open Journal of Social Sciences, 7(3). https://doi.org/10.4236/jss.2019.73017
Aykan, A., & Dursun, F. (2022). The Effect of Active Learning Techniques on Academic Performance and Learning Retention in Science Lesson: An Experimental Study. Journal of STEM Teacher Institutes, 2(1), 42–48.
Caballero Garcia, P., & Grau Fernandez, T. (2019). Influence of maker-centred classroom on the students’ motivation towards science learning. Cypriot Journal of Educational Sciences, 14(4), 535–544. https://doi.org/10.18844/cjes.v11i4.4098
Capunitan, K. B., Lirado, J. D., & Gregana, C. F. (2023). Motivational Factors in Science Learning, Learner’s Satisfaction and Learning Outcomes of Pre-Service Teachers. International Journal of Scientific and Management Research, 6(5), 72–115. http://doi.org/10.37502/IJSMR.2023.6504
Cascolan, H. M. S. (2023). Exploring students’ academic performance, motivational orientation and self-regulated learning strategies towards chemistry. International Journal of STEM Education for Sustainability, 3(2), 225–239. https://doi.org/10.53889/ijses.v3i2.215
Chan, Y. L., & Norlizah, C. H. (2017). Students’ motivation towards science learning and students’ science achievement. International Journal of Academic Research in Progressive Education and Development, 6(4), 174–189. http://dx.doi.org/10.6007/IJARPED/v6-i4/3716
Creswell, J. W. (2012). Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research (4th ed.). USA: Pearson Education, Inc.
Cudney, E. A., & Ezzell, J. M. (2017). Evaluating the impact of teaching methods on student motivation. Journal of STEM Education, 18(1), 32–50. https://www.jstem.org/jstem/index.php/JSTEM/article/view/2197
Dogomeo, J., & Aliazas, J. V. (2022). Dual Coding Cognition in Devising Infographics for an Enhanced Students’ Scientific Knowledge. International Journal of Science, Technology, Engineering and Mathematics, 2(4), 1–17. https://doi.org/10.53378/352926
Dorfman, B. S., & Fortus, D. (2019). Students’ self-efficacy for science in different school systems. Journal of Research in Science Teaching, 56(8), 1037–1059. https://doi.org/10.1002/tea.21542
Ernawati, M. D. W., Asrial, A., Kurniawan, D. A., Nawahdani, A. M., Perdana, R., & Rahmi, R. (2021). Gender Analysis in terms of Attitudes and Self-Efficacy of Science Subjects for Junior High School Students. Jurnal Penelitian Pendidikan IPA, 7((SpecialIssue)), 84–95. https://doi.org/10.29303/jppipa.v7iSpecialIssue.828
Gottfried, A. E. (2019). Academic intrinsic motivation: Theory, assessment, and longitudinal research. In In A. J. Elliot (Ed.), Advances in motivation science (pp. 71–109). Elsevier Academic Press. https://doi.org/10.1016/bs.adms.2018.11.001
Hafızoğlu, A., & Yerdelen, S. (2019). The Role of Students’ Motivation in the Relationship between Perceived Learning Environment and Achievement in Science: A Mediation Analysis. Science Education International, 30(4), 251–260. https://doi.org/10.33828/sei.v30.i4.2
Hartono, H., Indra Putri, R. I., Inderawati, R., & Ariska, M. (2022). The strategy of Science Learning in Curriculum 2013 to Increase the Value of Science’s Program for International Student Assessment (PISA). Jurnal Penelitian Pendidikan IPA, 8(1), 79–85. https://doi.org/10.29303/jppipa.v8i1.1185
Józsa, K., Kis, N., & Huang, S. (2017). Mastery motivation in school subjects in Hungary andTaiwan. Hungarian Educational Research Journal, 7(2), 158–177. https://doi.org/10.14413/HERJ/%0A7/2/10
Koksal, M. S. (2014). Investigation of Higher-Order Correlates of Gifted Students’ Motivation towards Science Learning. GESJ: Education Sciences & Psychology, 32(6). https://www.researchgate.net/publication/274641468
Kovarik, M. L., Robinson, J. K., & Wenzel, T. J. (2022). Why use active learning? In Active Learning in the Analytical Chemistry Curriculum (pp. 1–12). American Chemical Society. https://doi.org/10.1021/bk-2022-1409.ch001
Kwarikunda, D., Schiefele, U., Muwonge, C. M., & Ssenyonga, J. (2022). Profiles of learners based on their cognitive and metacognitive learning strategy use: occurrence and relations with gender, intrinsic motivation, and perceived autonomy support. Humanities and Social Sciences Communications, 9(1), 1–12. https://doi.org/10.1057/s41599-022-01322-1%0A
Leong, K. E., Tan, P. P., Lau, P. L., & Yong, S. L. (2018). Exploring the Relationship between Motivation and Science Achievement of Secondary Students. Pertanika Journal of Social Sciences & Humanities, 26(4), 2243–2258. http://www.pertanika.upm.edu.my/pjssh/browse/regular-issue?article=JSSH-2367-2017
Liu, Y., Hau, K. T., Liu, H., Wu, J., Wang, X., & Zheng, X. (2020). Multiplicative effect of intrinsic and extrinsic motivation on academic performance: A longitudinal study of Chinese students. Journal of Personality, 88(3), 584–589. https://doi.org/10.1111/jopy.12512
Lombardi, D., Shipley, T. F., & Astronomy Team, Biology Team, Chemistry Team, Engineering Team, Geography Team, Geoscience Team, Physics Team. (2021). The curious construct of active learning. Psychological Science in the Public Interest, 22(1), 8–43. https://doi.org/10.1177/1529100620973974
Nasir, N. I. R. F., Arifin, S., & Damopolii, I. (2023). The analysis of primary school student’s motivation toward science learning. Journal of Research in Instructional, 3(2), 258–270. https://doi.org/10.30862/jri.v3i2.281
Noor, F. M. (2020). Memperkenalkan Literasi Sains Kepada Peserta Didik: Perspektif Calon Guru PIAUD. ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal, 8(1), 056. https://doi.org/10.21043/thufula.v8i1.7066
Owens, D. C., Sadler, T. D., Barlow, A. T., & Smith-Walters, C. (2020). Student motivation from and resistance to active learning rooted in essential science practices. Research in Science Education, 50, 253–277. https://doi.org/10.1007/s11165-017-9688-1
Rachmatullah, A., Roshayanti, F., Shin, S., Lee, J. K., & Ha, M. (2018). The Secondary-Student Science Learning Motivation in Korea and Indonesia. EURASIA Journal of Mathematics, Science and Technology Education, 14(7), 3123–3141. https://doi.org/10.29333/ejmste/91665
Raysharie, P. I., Harinie, L. T., Inglesia, N., Vita., Wati, S., Sianipar, B., Ongki., Pasha, R., Abdurrahman, M., Fadilla, K. A., & Putri, F. (2023). The Effect of Student’s Motivation on Academic Achievement. Journal Pendidikan Ilmu Pengetahuan Sosial, 15(1), 168–175. http://e-journal.upr.ac.id/index.php/JP-IPS
Sabanal, G. J. A., Reputana, K. G. D., Palwa, S. S., Labandero, C. L. H., & Alimbon, J. A. (2023). Motivation and Academic Performance of Secondary Students in Science: A Correlational Study. Asian Journal of Science Education, 5(2), 20–29. https://doi.org/10.24815/ajse.v5i2.31668
Salih, M., Mai, M. Y., & Shibli, A. (2016). Students’ motivation toward science learning in secondary schools in Oman and Malaysia: A comparative study. Journal of Research, Policy & Practice of Teachers and Teacher Education, 6(1), 16–24. https://ejournal.upsi.edu.my/index.php/JRPPTTE/article/view/209
Satrianti, E., Pranata, O. D., & Tiara. (2024). Science Learning Motivation Among Students at Junior and Senior High Schools in Sungai Penuh: A Comparative Study. Jurnal Pijar Mipa, 19(1), 20–26. https://jurnalfkip.unram.ac.id/index.php/JPM
Schunk, D. H., & DiBenedetto, M. K. (2021). Self-efficacy and human motivation. In Advances in motivation science (p. Vol. 8, pp. 153–179). Elsevier. https://doi.org/10.1016/bs.adms.2020.10.001
Shin, D. D., Lee, M., Jung, S. J., & Bong, M. (2023). Relative effects of classroom utility value intervention on the science motivation of girls and boys. Research in Science Education, 53(3), 593–612. https://doi.org/10.1007/s11165-022-10070-w
Spandana, B., Rani, R. N., & Devi, S. S. (2020). Students’ motivation towards science learning (smtsl)—an intervention with video and quizzes. Current Journal of Applied Science and Technology, 39(4), 85–91. https://doi.org/10.9734/cjast/2020/v39i430534
Teppo, M., Soobard, R., & Rannikmäe, M. (2021). A Study Comparing Intrinsic Motivation and Opinions on Learning Science (Grades 6) and Taking the International PISA Test (Grade 9). Education Sciences, 11(1), 14. https://doi.org/10.3390/educsci11010014
Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., Grummer, J. A., Hennessey, K., Hsiao, H., Iranon, N., II, L. J., Jordt, H., Keller, M., Laceya, M. E., Littlefield, C. E., … Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476–6483. https://doi.org/10.1073/pnas.1916903117
Tuan, H. L., Chin, C. C., & Shieh, S. H. (2005). The development of a questionnaire to measure students’ motivation towards science learning. International Journal of Science Education, 27(6), 634–659. https://doi.org/10.1080/0950069042000323737
Van Vo, D., & Csapó, B. (2022). Exploring students’ science motivation across grade levels and the role of inductive reasoning in science motivation. European Journal of Psychology of Education, 37(3), 807–829. https://doi.org/10.1007/s10212-021-00568-8
Vedder-Weiss, D., & Fortus, D. (2018). Teachers’ mastery goals: Using a self-report survey to study the relations between teaching practices and students’ motivation for science learning. Research in Science Education, 48, 181–206. https://doi.org/10.1007/s11165-016-9565-3
Wang, F., & Shen, Z. (2023). Research of Theme-based Teaching’s Effectiveness in English Language Education. The Educational Review, USA, 7(7), 962–967. https://doi.org/10.26855/er.2023.07.020
Author Biographies
Anidya Diva Nuraysha, Universitas Pendidikan Indonesia
Nanang Winarno, Universitas Pendidikan Indonesia
Wirawan Fadly, Universitas Pendidikan Indonesia
Lukman Hakim, Universitas Pendidikan Indonesia
Emiliannur, Universitas Pendidikan Indonesia
License
Copyright (c) 2024 Anidya Diva Nuraysha, Nanang Winarno, Wirawan Fadly, Lukman Hakim, Emiliannur
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
