Pengaruh Motivasi Kehadiran terhadap Prestasi Belajar Dimoderatori Gaya Mengajar Dosen
| Main Author: | DINA AMALVI ZAFIRA, . |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2020
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| Subjects: | |
| Online Access: |
http://repository.unj.ac.id/5253/1/Cover.pdf http://repository.unj.ac.id/5253/2/BAB%20I.pdf http://repository.unj.ac.id/5253/3/BAB%20II.pdf http://repository.unj.ac.id/5253/4/BAB%20III.pdf http://repository.unj.ac.id/5253/5/BAB%20IV.pdf http://repository.unj.ac.id/5253/6/BAB%20V.docx.pdf http://repository.unj.ac.id/5253/7/Daftar%20Pustaka%20Dina.pdf http://repository.unj.ac.id/5253/8/Lampiran.pdf http://repository.unj.ac.id/5253/ |
Daftar Isi:
- Penelitian ini dilakukan untuk mengetahui pengaruh motivasi kehadiran terhadap prestasi belajar dimoderatori oleh gaya mengajar dosen pada mahasiswa S1 Program Studi Psikologi Universitas Negeri Jakarta. Subjek penelitian merupakan mahasiswa Program Studi Psikologi Universitas Negeri Jakarta angkatan 2016, 2017, dan 2018 sebanyak 253 orang. Variabel motivasi kehadiran dan gaya mengajar dosen masing-masing diukur menggunakan Skala Motivasi Kehadiran dan Skala Gaya Mengajar Dosen. Berdasarkan hasil perhitungan menggunakan uji regresi, diketahui bahwa nilai p=0,792 < α=0,050 sehingga dapat disimpulkan bahwa tidak terdapat pengaruh motivasi kehadiran terhadap prestasi belajar dimoderatori oleh gaya mengajar dosen. Selanjutnya, diketahui bahwa nilai p=0,003 < α=0,050 pada moderasi variabel gaya mengajar laissez-faire terhadap pengaruh motivasi kehadiran terhadap prestasi belajar dengan nilai Adjusted R Square sebesar 0,049. Kemudian, diketahui pula nilai p=0,003 < α=0,050 pada moderasi variabel gaya mengajar otoritatif terhadap pengaruh motivasi kehadiran terhadap prestasi belajar dengan nilai Adjusted R Square sebesar 0,029. Kata kunci: Motivasi Kehadiran, Prestasi Belajar, Gaya Mengajar Otoriter, Gaya Mengajar Laissez-Faire, Gaya Mengajar Demokratis, Gaya Mengajar Otoritatif This study aimed to examine the impact of attendance motivation in learning achievements moderated by lecturer’s teaching style among undergraduate students of psychology department at State University of Jakarta. The subject research used are 253 respondents of 2016, 2017, and 2018 students of psychology department at State University of Jakarta. Attendance motivation and lecturer’s teaching style variables measured using self-construced Attendance Motivation Scale and Lecturer’s Teaching Style Scale respectively. Based on the calculation result using regression test, researcher found the calculated p=0,792 < α=0,050 which can be concluded that there is no significant impact of attendance motivation in learning achievements moderated by lecturer’s teaching style. Moreover, researcher found the calculated p=0,003 < α=0,050 in the laissez-faire teaching style moderation variable to the impact of attendance motivation in learning achievements with the calculated value of 0,049 Adjusted R Square. Furthermore, researcher found the calculated p=0,003 < α=0,050 in the authoritative moderation variable to the impact of attendance motivation in learning achievements with the calculated value of 0,029 Adjusted R Square. Key words: Attendance motivation, learning achievements, authoritarian teaching style, laissez-faire teaching style, democratic teaching style, authoritative teaching style