Analisis Hubungan Gaya Belajar, Motivasi Belajar dan Prestasi Akademik pada Peserta Didik Kelas V Sekolah Dasar di Kota Gunungsitoli

Yelina Zihura ( Universitas Nias )
Risdanur Fitra Aulia Tanjung ( Univetsitas Nias )
Rica Jernihman Zega ( Universitas Nias )
Edward Harefa ( Universitas Nias )

Abstract

Penelitian ini dilakukan untuk mengetahui pengaruh gaya belajar, motivasi belajar dan prestasi akademik dalam proses pemahaman konsep mata pelajaran oleh peserta didik sekolah dasar. Penelitian ini menggunakan metode penelitian deskriptif korelasional dengan pendekatan penelitian kuantitatif di mana metode ini mengukur dan menginterpretasikan data yang dikumpulkan untuk memberikan jawaban atas masalah. Purposive sampling digunakan untuk menentukan target partisipan sehingga didapatkan jumlah partisipan dalam penelitian adalah sebanyak 118 peserta didik sekolah dasar yang berada Kota Gunungsitoli, Sumatera Utara. Peserta didik sekolah memperoleh nilai sangat tinggi dalam gaya belajar visual dan auditori, sedangkan gaya belajar verbal dan kinestetik rendah. Rata-rata keseluruhan dari keempat gaya belajar tersebut tergolong tinggi, rata-rata tingkat motivasi peserta didik tergolong tinggi dan prestasi akademik yang diperoleh tergolong memuaskan. Selain itu, ditemukan bahwa gaya belajar, motivasi belajar dan prestasi akademik memiliki hubungan yang signifikan satu sama lain. Pada penelitian ini juga telah dilakukan survei dan evaluasi data yang dikumpulkan sehingga hasil analisa yang didapatkan dapat menjadi referensi bagi institusi pendidikan dalam memfasilitasi pembelajaran sesuai dengan gaya belajar dan menerapkan strategi yang tepat dalam meningkatkan motivasi belajar dan prestasi akademik peserta didik sekolah dasar

References

Biggs, J., Kember, D., & Leung, D. Y. P. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. The British Journal of Educational Psychology, 71, 133–149. https://doi.org/10.1348/000709901158433

Cassidy, S. (2004). Learning Styles: An overview of theories, models, and measures. Educational Psychology, 24(4), 419–444. https://doi.org/10.1080/0144341042000228834

Creswell, J. W. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th Editio). SAGE Publications, Inc.

Cudney, E. A., & Ezzell, J. M. (2018). Evaluating the Impact of Teaching Methods on Student Motivation. Journal of STEM Education, 18(1), 32–49.

Cutumisu, M., Schwartz, D. L., & Lou, N. M. (2020). The relation between academic achievement and the spontaneous use of design-thinking strategies. Computers & Education, 149, 103806. https://doi.org/10.1016/j.compedu.2020.103806

Dantas, L. A., & Cunha, A. (2020). An integrative debate on learning styles and the learning process. Social Sciences & Humanities Open, 2(1), 100017. https://doi.org/10.1016/j.ssaho.2020.100017

Fleming, N. (2001). Teaching and Learning Styles: VARK Strategies. Neil Fleming.

Harefa, E. (2023). Analisis Komparatif Penggunaan Massive Open Online Course dan Pembelajaran Offline Terhadap Perilaku Belajar dan Hasil Prestasi Akademik Mahasiswa PGSD. Jurnal Elementary: Kajian Teori Dan Hasil Penelitian Pendidikan Sekolah Dasar, 6(1), 5–10. https://doi.org/10.31764/elementary.v6i1.11903

Harefa, E. (2023). Implementation of Scientific Inquiry Approach for Enhancing Scientific Literacy among Elementary Students. IRAONO: Journal of Elementary and Childhood Education, 1(1), 32–38.

Hornstra, L., van der Veen, I., Peetsma, T., & Volman, M. (2013). Developments in motivation and achievement during primary school: A longitudinal study on group-specific differences. Learning and Individual Differences, 23, 195–204. https://doi.org/10.1016/j.lindif.2012.09.004

Kohan, N., Janatolmakan, M., Rezaei, M., & Khatony, A. (2021). Relationship between Learning Styles and Academic Performance among Virtual Nursing Students: A Cross-Sectional Study. Education Research International, 2021, 1–6. https://doi.org/10.1155/2021/8543052

Lin, S.-Y., Ng, C. S. M., Chung, K. K. H., & To-Chan, S. P. (2022). Teachers’ changed perceptions of pupils’ motivation for learning through professional development: the moderating role of classroom ethnic composition. Journal of Education for Teaching, 1–16. https://doi.org/10.1080/02607476.2022.2135426

Liquin, E. G., & Gopnik, A. (2022). Children are more exploratory and learn more than adults in an approach-avoid task. Cognition, 218, 104940. https://doi.org/10.1016/j.cognition.2021.104940

Lwande, C., Muchemi, L., & Oboko, R. (2021). Identifying learning styles and cognitive traits in a learning management system. Heliyon, 7(8), e07701. https://doi.org/10.1016/j.heliyon.2021.e07701

Maya, J., Luesia, J. F., & Pérez-Padilla, J. (2021). The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students. Sustainability, 13(6), 3341. https://doi.org/10.3390/su13063341

Neroni, J., Meijs, C., Gijselaers, H. J. M., Kirschner, P. A., & de Groot, R. H. M. (2019). Learning strategies and academic performance in distance education. Learning and Individual Differences, 73, 1–7. https://doi.org/10.1016/j.lindif.2019.04.007

Oga-Baldwin, W. L. Q., Nakata, Y., Parker, P., & Ryan, R. M. (2017). Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. Contemporary Educational Psychology, 49, 140–150. https://doi.org/10.1016/j.cedpsych.2017.01.010

Omar, N., Mohamad, M. M., & Paimin, A. N. (2015). Dimension of Learning Styles and Students’ Academic Achievement. Procedia - Social and Behavioral Sciences, 204, 172–182. https://doi.org/10.1016/j.sbspro.2015.08.130

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest, 9(3), 105–119. https://doi.org/10.1111/j.1539-6053.2009.01038.x

Rahmouni, M., & Aleid, M. A. (2020). Teachers’ practices and children’s motivation towards science learning in MENA countries: Evidence from Tunisia and UAE. International Journal of Educational Research, 103, 101605. https://doi.org/10.1016/j.ijer.2020.101605

Schmid, S., & Bogner, F. X. (2015). Effects of Students’ Effort Scores in a Structured Inquiry Unit on Long-Term Recall Abilities of Content Knowledge. Education Research International, 2015, 1–11. https://doi.org/10.1155/2015/826734

Schweder, S., & Raufelder, D. (2022). Students’ interest and self-efficacy and the impact of changing learning environments. Contemporary Educational Psychology, 70, 102082. https://doi.org/10.1016/j.cedpsych.2022.102082

Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The importance of students’ motivation for their academic achievement-replicating and extending previous findings. Frontiers in Psychology, 10(7), 1–11. https://doi.org/10.3389/fpsyg.2019.01730

Velasco, M. S. (2012). More than just good grades: Candidates’ perceptions about the skills and attributes employers seek in new graduates. Journal of Business Economics and Management, 13(3), 499–517. https://doi.org/10.3846/16111699.2011.620150

Zee, M., & Roorda, D. L. (2018). Student–teacher relationships in elementary school: The unique role of shyness, anxiety, and emotional problems. Learning and Individual Differences, 67, 156–166. https://doi.org/10.1016/j.lindif.2018.08.006


Keywords  :  
Keywords: Gaya Belajar, Motivasi Belajar, Prestasi Akademik, Sekolah Dasar
Galleys  :  
Published  :  
2023-08-24
How to Cite  :  
Zihura, Y., Tanjung, R. F. A., Zega, R. J., & Harefa, E. (2023). Analisis Hubungan Gaya Belajar, Motivasi Belajar dan Prestasi Akademik pada Peserta Didik Kelas V Sekolah Dasar di Kota Gunungsitoli. PROSIDING SEMINAR NASIONAL KEGURUAN DAN PENDIDIKAN (SNKP), 1(1), 176–181. Retrieved from https://ejournal.ummuba.ac.id/index.php/SNKP/article/view/1506
Issue  :