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Juwelsdi, Febrianto. "Hubungan Antara Prestasi Belajar Siswa di Kelas Dengan Kemampuan Praktek Siswa Teknik Furniture di SMKN 4 Jakarta." Jurnal PenSil 3, no. 1 (February 27, 2014): 1–8. http://dx.doi.org/10.21009/jpensil.v3i1.9880.
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The objectives of this study analyzing the relationship between students learning achievement in the classroom and students of furniture engineering’s practice achievement. This study was conducted in SMKN 4 Jakarta, the population of this study were the year XI students which specialized in Furniture Engineering Competences and wood construction engineering, year 2012/2013 which consist of 18 students. The number of the sample is 12 students. The problem which the writer got from this study was that the students learning achievement was in proportion to the practice achievement, dan the oppositeThe instrument of this study is a test which is used to know the relation between students’ learning achievements in the classroom and the students’ practice achievement. The quesioner shows that the data were valid and the reability was high with r11 = 0.8793, with 30 point of questions (20 multiple choice questions and 10 essay questions). The result of the study showed that students’ learning achievements average score was 76.7 and students practice achievement average score was 78.67.It showed that the practice has a positive relationship (0.942). In other words, students’ learning achievement give contributions to the percentage of practice ability. The students have to prepare themselves to be focus to the lesson or material from the teacher and the teacher should prepare the material and better learning method to help the students to be able to receive all the materials.
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Hikmawati, Hikmawati. "Studi Analisis Tentang Pembelajaran Soft Skills Oleh Guru Terhadap Siswa Program Studi Keahlian Teknik Gambar Bangunan SMK Negeri 1 Jakarta." Jurnal PenSil 3, no. 2 (August 7, 2014): 76–86. http://dx.doi.org/10.21009/jpensil.v3i2.9886.
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The objectives of this study analyzing the relationship between students learning achievement in the classroom and students of furniture engineering’s practice achievement. This study was conducted in SMKN 4 Jakarta, the population of this study were the year XI students which specialized in Furniture Engineering Competences and wood construction engineering, year 2012/2013 which consist of 18 students. The number of the sample is 12 students. The problem which the writer got from this study was that the students learning achievement was in proportion to the practice achievement, dan the oppositeThe instrument of this study is a test which is used to know the relation between students’ learning achievements in the classroom and the students’ practice achievement. The quesioner shows that the data were valid and the reability was high with r11 = 0.8793, with 30 point of questions (20 multiple choice questions and 10 essay questions). The result of the study showed that students’ learning achievements average score was 76.7 and students practice achievement average score was 78.67.It showed that the practice has a positive relationship (0.942). In other words, students’ learning achievement give contributions to the percentage of practice ability. The students have to prepare themselves to be focus to the lesson or material from the teacher and the teacher should prepare the material and better learning method to help the students to be able to receive all the materials.
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Dr. V. V. Kulkarni, Dr V. V. Kulkarni. "Academic Achievement Among Tribal Students." Indian Journal of Applied Research 3, no. 3 (October 1, 2011): 366–68. http://dx.doi.org/10.15373/2249555x/mar2013/125.
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FOLLMAN, JOHN. "TEACHERS' JUDGMENTS OF STUDENTS' ACHIEVEMENT AND STUDENTS' ACTUAL ACHIEVEMENT." Perceptual and Motor Skills 71, no. 7 (1990): 1330. http://dx.doi.org/10.2466/pms.71.7.1330-1330.
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Follman, John. "Teachers' Judgments of Students' Achievement and Students' Actual Achievement." Perceptual and Motor Skills 71, no. 3_suppl (December 1990): 1330. http://dx.doi.org/10.2466/pms.1990.71.3f.1330.
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Saija, Louise M. "ANALYSIS ON STUDENTS’ MATHEMATICS ACHIEVEMENT BASED ON LEARNING STYLES." Jurnal Magister Pendidikan Matematika (JUMADIKA) 3, no. 2 (November 6, 2021): 59–64. http://dx.doi.org/10.30598/jumadikavol3iss2year2021page59-64.
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This descriptive and comparative study aims to see the students learning styles and mathematics achievements. The respondent are fifty junior high school students in Lembang, West Bandung, Indonesia. The research instruments are Perceptual Learning Style Preference Questionnaire (PLSPQ) and mathematics problem solving test. The result of this study are: (1) Only twenty percent of the students have exactly one learning style and most of the students has kinesthetic learning style; (2) Students who have three or less major learning styles perform good mathematics achievement, and students who have minor learning styles only, perform better mathematics achievements averagely, comparing with students who have major learning styles; (3) Students perform better mathematics achievement when they have more than one learning style, (4) There is no significant difference in the students’ mathematics achievement, between students who have three or less major learning styles and students who have more than three major learning styles.
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Kuliahana, Ana, and Abdul Gafur Marzuki. "REPETITION TECHNIQUE IN AN EFL SPEAKING CLASS IN ISLAMIC HIGHER EDUCATION IN INDONESIA." Academic Journal Perspective : Education, Language, and Literature 8, no. 1 (May 27, 2020): 20. http://dx.doi.org/10.33603/perspective.v8i1.3295.
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This research aims at analysing the development of students’ speaking skill in Islamic higher education in Indonesia through repetition technique. This is a CAR (Classroom Action Research) implemented in cyclical process, covering planning, acting, observing, and reflecting. The subject of research was the fourth semester students of EFL speaking class which consist of 25 students. The data were obtained from observation checklist, field notes, questionnaire, and test. They were analysed qualitatively and quantitatively. Quantitative data dealt with teaching-learning process, i.e. students’ participation in the classroom activities. They were gained from students’ achievement tests. The findings revealed that in cycle 1 there were twelve students who achieved minimum criteria of achievement. It means that the classical achievement was 48%. In cycle 2, it showed that there were twenty of students who achieved the minimum criteria of achievement. It means that the classical achievement was 80%. Both classical and individual achievements have met the criteria of success. It can be concluded that the repetition technique is proved to be useful to develop students’ speaking skill.
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Thilavongsa, Veleriy, Peter Phoumai, and Souvandee Souvandee. "Developing the Talents and Creativity of Students." Journal La Edusci 1, no. 6 (December 31, 2020): 37–41. http://dx.doi.org/10.37899/journallaedusci.v1i6.288.
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This paper aims to discuss the relationship between talent, creativity and achievement. Talent can affect a person's achievement so that he is able to make achievements, in addition to realizing talent, it is necessary to have extensive knowledge, experience and motivation that support that talent. A person with supportive talent and creativity is able to score good achievements because someone with talent and creativity that is developed from an early age will be realized in the form of superior achievements. They are able to develop their talents through their unlimited creativity so that they can make superior achievements.
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Kunah, Kunah, and Supriyani Supriyani. "INVESTIGATING PARENTAL INVOLVEMENT ON STUDENTS’ ENGLISH ACHIEVEMENT." Journal of English Language and Literature (JELL) 7, no. 2 (September 2, 2022): 117–28. http://dx.doi.org/10.37110/jell.v7i2.152.
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This study is aimed to investigate parental involvement on students’ English achievement. And this study is also aimed to investigate English achievement in Students SMP Negeri 1 Lohbener, to know the impacts parental involvement, furthermore how far and perception parental involvement on students’ English achievements. This research used a qualitative research paradigm: a case study approach. This case study is conducted to three students who have different scoring and would like to be investigated. Those students are three students who identified as the high, middle, and low achievement in the English classroom. In three students are affected by parents or not in their process achievements. To investigate them, this study employed four instruments; documentation, questionnaire, observation, and informal interviews. The finding from questionnaire Percentage Levels of Each Students’ Achievement. The finding which is gained from questionnaire revealed that all three participants; Putri Soleha (A), Catur Piyanti (B), and Sunanto (C). In sequentially, their involvement with parents is 70%, 42%, and 27,5%. Putri has a high of parental involvement, then Catur has a middle of parental involvement, and finally Sunanto has a lack of parental involvement. And reality is Putri has higher achievement than Catur and Sunanto.
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Parmin, Agus Yulianto, Eling Purwantoyo, Ibnul Mubarok, and Iwan Junaedi. "The Coaching Model for Prospective Science and Mathematics Teachers from the Achievement and KIPK Paths." Mimbar Ilmu 27, no. 2 (August 23, 2022): 183–87. http://dx.doi.org/10.23887/mi.v27i2.51340.
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Analysis of students' achievement in 2019 found new facts that there was a tendency to decrease in achievement from the achievement path and the Indonesian Smart College Card students. The percentage of students' achievement from both paths is less than 5%. This study aims to develop a student achievement coaching model for prospective science and mathematics teachers from the achievement and KIPK paths. The research uses research and development methods to develop a student coaching model involving education management experts to validate the model. The study obtained results where the student achievement coaching model was declared suitable for use by experts. The results of a large-scale model applicability test involve 240 prospective science and mathematics teachers. The percentage of students who made achievement for one semester from the achievement path was 16%, and from the KIPK path was 25%. The coaching model increased students' achievements, which was less than 5% for both paths. In conclusion, the student achievement coaching model from this research can be a new way to continue the culture to make achievements during school and college.
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., Khasanah. "THE EFFECT OF PROBLEM-BASED LEARNING STRATEGIES AND SCORING MODELS TOWARDS MATHEMATICS ACHIEVEMENT BY CONTROLLING STUDENTS’ INTELLIGENCE." JISAE: Journal of Indonesian Student Assessment and Evaluation 1, no. 1 (June 1, 2015): 101–11. http://dx.doi.org/10.21009/jisae.v1i1.1669.
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The study was aimed to find out the influence of problem-based learning strategies and scoring models towards mathematics achievement by controlling students’ intelligence. The research method used in this study is an experimental method. Meanwhile, the design used in this research was the factorial design of 2×2 and research hypotheses were tested by using covariant of analysis (ANCOVA). The participants of this study were 100 students from tenth grade in SMAN 55 and SMAN 60 Jakarta. The study concluded that after controlling students’ intelligence: (1) mathematics achievements of the students who were given the problem posing strategy was higher than that of those who were given the problem solving strategy, (2) mathematics achievements of the students who were given the correct score model was higher than that of those who were given the punishment score model, (3) there was an interaction effect between problem-based learning strategies and scoring models towards mathematics achievement, (4) especially for groups of students who were given Problem Posing Strategy, mathematics achievement of the students who were given the correct score model was higher than that of those who were given the punishment score model, (5) especially for groups of students who were given problem solving strategy, mathematics achievement of the students who were given the correct score model was lower than that of those who were given the punishment score model, (6) especially for groups of students who were given the correct score model, mathematics achievement of the students who were given problem posing strategy was higher than that of those who were given the problem solving strategy, and (7) especially for groups of students who were given the punishment score model, mathematics achievement of the students who were given the problem posing strategy is lower than that of those who given the problem solving strategy. Thus, it can be recommended to the teachers to use the problem posing strategy and the correct score model.
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Biatun, Noor. "Pengaruh Motivasi Belajar terhadap Prestasi Belajar PAI di MIN 3 Bantul." Jurnal Pendidikan Madrasah 5, no. 2 (November 23, 2020): 253–58. http://dx.doi.org/10.14421/jpm.2020.52-11.
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This research aims to find out the level of motivation of students and the influence of motivation on PAI learning achievement in schools on MIN 3 Bantul students. This research is a quantitative study using product moment correlation statistics technique. The analytical technique used is an associative hypothesis. The variables studied include learning motivations that are divided into sub variables namely personal needs, school assignments, as well as the environment and people around. While dependent variables (bound variables) are learning achievements that include: academic achievement, non-academic achievement, social achievement and discipline-related achievements. The results showed that learning motivation affects PAI students' learning achievement of MIN 3 Bantul by 51.4%. This means that learning motivation is one of the determining factors of PAI's learning achievements. While 48.6% of PAI students' learning achievement of MIN 3 Bantul students is influenced by internal factors such as IQ, perseverance; and external factors such as family issues, friendships etc.). This indicates that motivation is both a driver and a direction in learning activities.
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Elaraby, Shimaa, and Mona Hassan. "Examining the Relationship Between Monitoring Learner Progress and Course Learning Outcomes Achievement." Journal of Ecophysiology and Occupational Health 21, no. 3 (September 20, 2021): 116. http://dx.doi.org/10.18311/jeoh/2021/28339.
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<p>Students of the first-year nursing program were recently experienced continuous and formative assessment through their training program. This is to improve the achievement of the students and the Course Learning Outcomes (CLOs). Therefore, the aim of the current study was to investigate the relationship between monitoring students’ performance through continuous and formative assessments, student, and CLOs achievements. The study revealed a significant increase in the students’ marks in all assessment methods after the mid-semester exams. In addition, the CLOs achievement is increased when the students got feedback.</p>
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Susongko, P., and M. A. Fatkhurrahman. "DETERMINANTS FACTORS ANALYSIS OF INDONESIAN STUDENTS� PHYSICS ACHIEVEMENT IN TIMSS 2011." Jurnal Pendidikan Fisika Indonesia 13, no. 1 (January 3, 2017): 49–58. http://dx.doi.org/10.15294/jpfi.v13i1.8641.
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This study aimed to find the structure of the theoretical model that can illustrate the achievements of Indonesian students in the field of physics. This study also examines the variables that directly or indirectly influence the physics achievement of Indonesian students. The data in this study are data of TIMSS 2011 on physics test with population involved were 4572 Indonesian students grade 8. This research used path analysis from LISREL 8.30. The physics achievement model of Indonesian students based on TIMSS 2011 results are as follows: (1) physics achievement is directly influenced by self-confidence, interest in learning, and students 'attitudes toward the importance of physics; (2) physics achievement indirectly influenced by students' involvement in physics learning indicated from their interest and confidence in physics learning; (3) attitudes toward the importance of physics have an indirectly positive impact on physics achievement. Students' self-confidence in physics learning has a stronger direct influence on their achievements than their interest in physics.
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Pang, Valerie Ooka, Peggy P. Han, and Jennifer M. Pang. "Asian American and Pacific Islander Students." Educational Researcher 40, no. 8 (November 2011): 378–89. http://dx.doi.org/10.3102/0013189x11424222.
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The authors studied more than 1 million Asian American and Pacific Islander (AAPI) and White seventh graders in a statewide California testing program between 2003 and 2008, examining their reading and math achievement. AAPI student performance is often reported as an aggregate in discussions of the success of schoolchildren and issues of racial and ethnic achievement gaps. The authors disaggregated the performance of 13 AAPI subgroups and found significant achievement gaps between White Americans and their AAPI peers in reading and math. The data refuted the premise of the model minority myth. The evidence indicated that AAPI students are diverse in their achievements and demonstrate a continuum of academic performance.
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Sutanti, Tiwuk. "Pengaruh Penerapan Pembelajaran Berorientasi Aktivitas Siswa Dan Motivasi Belajar Terhadap Prestasi Belajar Siswa Kelas IX SMP Negeri 3 Kabupaten Pamekasan." Metafora: Education, Social Sciences and Humanities Journal 3, no. 1 (January 1, 2019): 73. http://dx.doi.org/10.26740/metafora.v3n1.p73-86.
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This research related to Implementation of instruction based students’ activities and Students’ learning Motivation toward students’ learning achievementt of Ninth Grade Students State Junior High School 3 Pamekasan regency . The students’ learning achievementt is influenced by Implementation of instruction based students’ activities. Additionally it is influenced by Students’ learning Motivation. Good and regularly Implementation of instruction based students’ activities brings a positive effect on the students’ learning achievement and a high learning motivation in teaching will increase the students achievement. The purpose of this research is (1) to describe Implementation of instruction based students’ activities toward students’ learning achievement. (2) to describe the significant influence of the Students’ learning Motivation toward students’ learning achievement . (3) to describe the significant influence of Implementation of instruction based students’ activities and Students’ learning Motivation simultaniously toward students’ learning achievement. The design of this research is descriptive quantitative. The subject of the research is Ninth Grade Students of State Junior High School 3 Pamekasan. The data collecting technique is by giving some questionnaires. Data analyzing technique used patial and multi-regression computerized SPSS 17.00 program for windows. The Result and the discussion as follows: a) There is a significant influence on the Implementation of instruction based students’ activities (X1) toward students’ learning achievement is about 0,312. b) There is a significant influence on the Students’ learning Motivation (X2) toward students’ learning achievement is about 0,062 by the significanct level 0,000, on t-account, that means smaller than 0,05. It can be concluded that X1 and X2 are very significant. c) There is a significant influence on the Implementation of instruction based students’ activities and Students’ learning Motivation simultaneously toward students’ learning achievement is about 17,617 by the significanct level 0,000, on F-account, that means smaller than 0,05. It can be concluded that X1 and X2 are very significant toward Y.
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Tot, Ivan, Srecko Joksimovic, Velibor Cekic, Milos Trboljevac, and Aleksandar Markovic. "Students' achievement analysis system." Vojnotehnicki glasnik 52, no. 6 (2004): 633–40. http://dx.doi.org/10.5937/vojtehg0406633t.
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Moneva, Jerald C., Linive C. Japos, and Rosalie L. Ohayas. "Parental Motivation and Achievement." International Journal of Social Science Research 8, no. 2 (April 2, 2020): 102. http://dx.doi.org/10.5296/ijssr.v8i2.16790.
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The motivation that parents provide to their students can have a significant impact on achievements in school. The study intends to assess the level of parental motivation and achievers of junior high and senior high. Parental motivation is given by the parents towards their students to make them work harder or being determine their studies that leads them to have better achievements in school. The checklist is made up of two parts, parental motivation and the level of achievement. The research was a quantitative correlation design. The respondents are the achievers from junior high and senior high and consist of overall respondents of 145 respondents. To treat the data, the researcher used a statistical test the weighted mean, chi – square to determine the relationship of the two variables. The study revealed that parents do not always provided a motivation to their students most of the parents sometimes give a motivation to their student. However, the achievements of students are still in high level. The achievements of students do not always depend on their parents’ motivation yet their achievement is based on their personality of being determined and consistent in their studies. Not all the time that the motivation of parents can enhance the educational achievements of students.
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Singh, Bhim. "High School Students’ Academic Achievement in Relation to Their Achievement Motivation and Intelligence." Journal of Advances and Scholarly Researches in Allied Education 15, no. 4 (June 1, 2018): 212–17. http://dx.doi.org/10.29070/15/57500.
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ERLINDA, RITA. "ACHIEVEMENT MOTIVATION AND ACADEMIC ACHIEVEMENT DIFFERENCESOF ENGLISH STUDENTS." Ta'dib 18, no. 1 (October 17, 2016): 57. http://dx.doi.org/10.31958/jt.v18i1.278.
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Adeyinka, Olalekan Lawrence, Joshua Emmanuel Temiloluwa, and Aham Anastasia Chioma. "Individual Parental Involvement versus Peer Relationships Influences on Student Academic Achievement in Biology." Research and Analysis Journal 5, no. 9 (September 6, 2022): 06–12. http://dx.doi.org/10.18535/raj.v5i9.336.
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This paper attempts to review the impacts of single parenting, it’s factors versus peer groups and its factors on students’ academic performance in Biology, the paper research objectives such as investigating the differences in academic achievement between kids raised by co-parents and those by single parents, investigating the academic performance gaps between single-parent students who are male and female, determining how much a student's peer group affects their academic achievement, determining if children of single parents are more susceptible to peer pressure than children of co-parents. The paper reviewed several previous works from scholars on different concepts revolving around the research study including; Single Parenting, Peer Group, Concept of Academic achievements, Concept of Parenting and Academic achievements and Concept of Peer group and Academic achievement.
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Bundasak, Supaporn. "Student Behavior Analysis Affecting Learning Achievement of Information Technology and Computer Science Students." International Journal of Machine Learning and Computing 10, no. 2 (February 2020): 346–51. http://dx.doi.org/10.18178/ijmlc.2020.10.2.941.
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Hafeez, Muhammad. "Assessment of academic achievements of special children." International Journal of Learning and Teaching 14, no. 1 (January 26, 2022): 01–11. http://dx.doi.org/10.18844/ijlt.v14i1.5967.
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Life skills play a key role in the academic achievement of students and the development of a society and nation. This research aims to investigate the life skills of male and female mentally retarted students, to assess the life skills of female and male mentally retarded students as perceived by their teachers, to analyze the academic achievements of the mentally retarded students, and to investigate the impact of the life skills of mentally retarded students on their academic achievement. A total of 20 students in the 10th grade and their teachers were selected for the current study. The researcher used a questionnaire for data collection and they were analyzed by using descriptive statistics and percentage formula. The results of the study showed that students with mental retardation achieved low academic scores. These low academic achievements of students with mental retardation indicated that children with mental retardation need special care and extra efforts to achieve better academic achievements. Keywords: Life Skills; Academic Achievement; Mental Retardation; Students, Teachers
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Hafid, Abd, Sri Asirrah, Sudirman Sudirman, and Muhammad Amran. "Hubungan Kreativitas Belajar dengan Prestasi Belajar Siswa Kelas V Gugus XVI Kecamatan Liliriaja Kabupaten Soppeng." DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar 5, no. 1 (March 31, 2022): 101. http://dx.doi.org/10.31100/dikdas.v5i1.1857.
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The problem in this study is the lack of students' ability to develop answers or not being able to think creatively, tend to have poor learning achievements. However, it is possible for students who have high creativity to have good learning achievements, while students who have low creativity have high and low learning achievements. This study is a quantitative study with a correlation design that aims to determine the relationship between the implementation of creativity and the learning achievement of class V Cluster XVI students, Liliriaja District, Soppeng Regency. The results showed that there was a significant relationship between learning creativity and student achievement in class V Cluster XVI, Liliriaja District, Soppeng Regency with a tcount value (5.7855) greater (>) ttable value (1.66792) which means H0 is rejected and H1 is accepted. Based on the analysis of the data above, it can be concluded that learning creativity will have an impact on students' learning habits in learning so that it will affect their learning achievement in the classroom. So the better the learning creativity, the better student achievement will be. From these conclusions, the impact of this research is that good learning creativity will increase student achievement.
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Nirmalasari, Yohanita. "THE CORRELATION OF STUDENTS’ INTEREST TO CHARACTER AND THEIR ACHIEVEMENT ON ATOMIC STRUCTURE TOPIC." JCER (Journal of Chemistry Education Research) 4, no. 2 (December 23, 2020): 77. http://dx.doi.org/10.26740/jcer.v4n2.p77-82.
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This research aims to know 1) students’ interest, 2) discipline character, 3) students’ achievement, 4) correlation between students’ interest to discipline character and their achievement on atomic structure topic. Sample research were 20 students from class A of SMAK St. Petrus Kewapante which is collected randomly. Teaching method used cooperative learning type number head together (NHT). The technique of data collection was essay test, questionnaires and observation, which analyzed by descriptive quantitative and multiple linear regression. The result showed 1) based on teacher observation data indicated students’ interest as best category (90%) and good category (10). 2) students’ disciplinary as best category (80%) and good category (20%), while 100% as best category based on teacher’s observation data. 3) students’ achievements result showed average value in 51,75 and 80,50 as pre-test and post-test result respectively. 4) there is no correlation between students’ interesting to disciplinary character and their achievement’s in learning chemistry.
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Barotun Mabaroh and Lilik Sugianti. "Gadget Addiction and the Students’ Achievement." International Journal of Social Learning (IJSL) 1, no. 3 (August 4, 2021): 321–32. http://dx.doi.org/10.47134/ijsl.v1i3.59.
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Using gadgets cannot be avoided in daily life. It becomes more primary for students in higher education since they change to learn online during the covid−19 pandemic period. They should use gadgets focusing on education, but unfortunately, studies had reported that students are addicted to using gadgets to access some entertaining applications. Therefore, it was essential to investigate how the students manage using gadgets and their effects on their achievement. This survey research required the student's responses to a Gadget Scale-Short Version (SAS-SV) Addict item. The researchers collected data using a survey questionnaire on Google Form to determine how using gadgets affects the students' achievement. This research was done from August to December 2020. The results showed that both male and female students were identified as high-risk addicted. Moreover, the gadget addiction had terrible effects on the student's physical and psychological even though it did not significantly impact their academic achievement. However, based on the results, it was hoped that there should be the best management for using gadgets to improve the students’ achievement and prevent the long-term risk of gadget addiction.
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Sibomana, Aimable, Claude Karegeya, and John Sentongo. "Factors Affecting Secondary School Students’ Academic Achievements in Chemistry." International Journal of Learning, Teaching and Educational Research 20, no. 12 (December 30, 2021): 114–26. http://dx.doi.org/10.26803/ijlter.20.12.7.
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Secondary school students continue to consider chemistry as difficult to learn and develop a negative attitude towards it. This leads to low achievement in the subject and reduces their interest. Studies on students' achievement in chemistry have been conducted and different instructional strategies of teaching and learning have been provided. Nonetheless, there are persisting misconceptions and factors that hinder the achievement of students, even after the implementation of suggested strategies. By applying innovative teaching approaches as remedial to teaching and learning barriers, students' achievement may be improved; and the retention of the learned material may be enhanced. In this study, we conducted a literature search to collect any related literature. Sixty-one studies were obtained; some of them were not related to our investigation; and those which did not answer the research question were excluded, we remained with 13 studies. The selection of studies was based on year of publication, and language. These studies were published in English and between 2011 and 2021. Consequently, this review highlights the influence of teaching methods on students' achievements, updating teachers on the factors affecting students' achievements in Chemistry, misconceptions in chemistry instruction, and ways for remedying those misconceptions, as well as methods for improving students’ academic achievements.
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Evans, Monica, Erin Jennings, and Michael Andreen. "Assessment through Achievement Systems." International Journal of Game-Based Learning 1, no. 3 (July 2011): 16–29. http://dx.doi.org/10.4018/ijgbl.2011070102.
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Educational games have great potential as tools for motivating and engaging students, in addition to teaching learning content and objectives, but have had difficulty proving their potential through traditional means. This article proposes that recent advances in the achievement systems of entertainment games can be used to measure motivation and engagement in educational games, and can serve as a self-assessing tool for both students and teachers. Achievements may also be utilized as a way to measure things that have been traditionally difficult to measure, such as creativity, curiosity, and the nuances of problem-solving ability. This article proposes a structure for categorizing achievements in relation to assessment, and discusses future research directions for achievements as measures of assessment for educational games. The article covers both traditional and non-traditional measures of assessment as they relate to gaming achievement systems, as well as the psychological aspects of achievements and player behavior, good design principles for learning assessment achievements, and potential for achievements as an additional measure of motivational engagement by students.
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Kismiantini, Kismiantini, Ezra Putranda Setiawan, Adi Cilik Pierewan, and Osval Antonio Montesinos-Lopez. "GROWTH MINDSET, SCHOOL CONTEXT, AND MATHEMATICS ACHIEVEMENT IN INDONESIA: A MULTILEVEL MODEL." Journal on Mathematics Education 12, no. 2 (April 12, 2021): 279–94. http://dx.doi.org/10.22342/jme.12.2.13690.279-294.
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Shifting students to a growth mindset can increase their achievements. Nevertheless, only a few studies have been conducted on this topic in developing countries. This study aims to examine the relationship between growth mindset, school context, and mathematics achievement in Indonesia. Using a multilevel model on the PISA 2018 data, this study explored the variables that contributed to mathematics achievement. The multilevel analysis showed that students’ gender, growth mindset, index of economic social, and cultural status were statistically significant predictors of students’ mathematics achievement. Girls have been reported to have a higher mathematics achievement than boys in Indonesia. As the students’ growth mindset increases, so do their mathematics achievement.
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Prijana, Prijana, and Andri Yanto. "Analisis hubungan prestasi akademik mahasiswa dengan akses sumber informasi." Berkala Ilmu Perpustakaan dan Informasi 14, no. 1 (June 7, 2018): 87. http://dx.doi.org/10.22146/bip.17501.
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Introduction. In the process of reading, students require different information sources to increase their academic achievement. This paper aims to examine information sources which have a relationship with students academic achievement and become a reference in the development of information sources to support student academic achievement. Method. The research used an experimental study, with N = 38. Based on the value of chi-square of 11,613, a P-value of 0.169 with α = 0.25; df = 8, and the chi-quadrat table = 10.2. It showed that chi-quadrat count (11.6) is more than chi-quadrat table (10.2). If chi-quadrat counts more than chi-quadrat table, the student academic achievement has a significant relationship with access to information sources. Results and Discussions. The results showed that students' academic achievements have a significant relationship with access to information sources. The behavior of students in accessing information sources had moderate degrees of relationship with their academic achievement, which means that there is no dominant information source used by the students related to their academic achievement. Conclusion. In this study, students prefer to choose multi-acsess information resources, resulting in the spread of the values of the normal curve to the shape of academic achievements. Further research should discuss students' reading ability towards the use of information sources.
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Isnaini, Muhammad Yusuf. "HUBUNGAN PERSEPSI SISWA TENTANG GURU BAHASA INDONESIA, MINAT BELAJAR, DAN MOTIVASI BELAJAR DENGAN PRESTASI BELAJAR SISWA DI MTsN SEMANU GUNUNGKIDUL." Diksi 27, no. 1 (August 15, 2019): 56–64. http://dx.doi.org/10.21831/diksi.v27i1.26177.
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(Title: Perceptions About Indonesian Teachers, Learning Interests, and Learning Motivation with Student Learning Achievements in MTsN Semanu Gunungkidul). Teachers have a big role in fostering positive perceptions about Indonesian language learning. This positive perception will foster interest in students to learn Indonesian seriously. The purpose of this study was to analyze the relationship between students 'perceptions of Indonesian teachers, students' interests and motivations in learning Indonesian subject matter with the learning achievements of Gunungkidul's 3 MTsN students. The correlation between students 'perceptions of Indonesian language teachers, students' interests and motivation in learning Indonesian language material with the students 'achievement in Gunungkidul's MTsN 3 is evidenced by the students' perceptions of Indonesian Language teachers (X1), which are included in quite a category (63.10%). Student perceptions of Indonesian language teachers have a positive relationship with student learning achievement as indicated by the value of b1 of 0.413. The relationship between students' perceptions of Indonesian teachers and student learning achievement is significant as indicated by the value of tcount (8,352) greater than ttable (1,960).Keywords: perception, interest, motivation, learning achievement
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Ardiwansyah, Bayu. "STUDI KOMPARASI PRESTASI BELAJAR PAI ANTARA SISWA AKTIVIS DAN NON AKTIVIS ROHIS." At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam 3, no. 01 (September 17, 2019): 34. http://dx.doi.org/10.24127/att.v3i01.975.
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This study aims to 1) find out the significance of the differences in PAI learning achievement between activist students and Spiritual non-visionary students in Accounting majors at SMKN 1 Metro 2) knowing the causes of differences in PAI learning achievement between activist students and non-religious Spiritual students in Accounting at SMKN 1 Metro. Rohis activist students referred to in this study are students who in addition to learning, they are also active in carrying out the activities of the Rohis organization. Whereas the non-religious Spiritual students referred to in this study were students who did not follow the Rohis organization. The results of the research at SMK Negeri 1 Metro, which researchers did to students Spiritual and Non-activist Rohis activists concluded that: 1) There are differences in learning achievement of Islamic Education between activist students and Non-Christian Spiritual Accounting Department at Metro 1 Vocational School. Where the learning achievements of Spiritual activist PAI students are better than the learning achievements of Rohan Nonaktivis students. The difference in learning achievement of Islamic Education between activist students and Spiritual Non-Service Students is significant, based on the results of t count = 4.630 consulted with t table (tt) at the significance level of 5% = 1.998 and at 1% significance level = 2.655. or 1,998 <4,630> 2,655. which means significant. 2) There are causes of differences in PAI learning achievements between activist students and non-religious Rohis students in the Accounting Department at SMK Negeri 1 Metro.Keywords: Activists, Non Activists, PAI Achievements, Comparative
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Vatanartıran, Sinem, Gülay Dalgıç, and Şirin Karadeniz. "Factors related with students' foreign language achievement." Pegem Eğitim ve Öğretim Dergisi 4, no. 3 (September 1, 2014): 01–18. http://dx.doi.org/10.14527/pegegog.2014.013.
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This study aims to identify the predicting variables of Turkish 7th grade students for their foreign language achievements. In order to project the variables that could be related with students' achievement in a foreign language test, Multi Linear Regression Analysis was employed. The results reveal that region, gender, family education level, family income level, attitude, and out-of-school activities explain students' foreign language achievement to the degree of 16% in Turkey at country level (F= 77.791, R= .398, p=.000). All of these variables predict the foreign language achievement meaningfully in a positive direction at least at p<.05 significance level. The model formed of these variables create meaningful results for all geographical regions except for East and South Eastern Anatolian regions, where the results were not meaningful at p<.05 significance level.
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Wisudanto, Wisudanto, Prawitra Thalib, Mohamad Nur Kholiq, Tri Vena Putri, and Tri Veny Putri. "Social Action Of Student In Achieving Non-Academic Achievements In Interest And Talent-Based School." Airlangga Development Journal 6, no. 1 (June 27, 2022): 55–65. http://dx.doi.org/10.20473/adj.v6i1.32861.
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This article describes the social action of students' non-academic achievement. Student achievement in education is a measure of student success. Achievement has two categories, namely academic achievement and non-academic achievement. SMA Muhammadiyah 10 Surabaya has a gifted title. In accordance with this predicate, this school focuses on developing the potential interests and talents of students. This study uses social action theory by Max Weber in assessing the motivation for non-academic achievement goals. Researchers used qualitative methods through in-depth interviews and observation primary data, as well as secondary data through the development of student championship news on internet pages. The results showed that in achieving students' non-academic achievements, they achieved these goals through instrumental rational actions in the form of regular physical readiness exercises, value-oriented rational actions on aspects of spirituality, traditional actions on aspects of choosing extracurricular activities based on experience and advice from parents. , affective actions choose extracurricular activities because of feelings of pleasure and interest. The researcher hopes that this article can be a new contribution to society in the field of education and social affairs, especially the achievement of non-academic achievements which the community considers not a significant achievement for the future of students compared to academic achievement.
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Sofian, Heru. "Pengaruh Asertivitas Siswa dan Persepsi pada Matematika Terhadap Prestasi Belajar Matematika Siswa Kelas IX SMP Shalahuddin Malang." Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya 26, no. 1 (April 7, 2020): 60–70. http://dx.doi.org/10.33503/paradigma.v26i1.742.
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This study aims to determine: (1) the effect of student assertiveness and perception on mathematics on student mathematics learning achievement. (2) the effect of student effectiveness on students' mathematics learning achievement. (3) the effect of perception on mathematics learning achievement. The results of this study concluded, (1) students' assertiveness had a positive and significant effect on mathematics learning achievement of students of class IX of SMP Shalahuddin Malang, (2) Perception on mathematics had a positive and significant effect on mathematics learning achievement of students of class IX of SMP Shalahuddin Malang (3) Both asertivity students and students' perceptions of mathematics simultaneously influence the student's mathematics learning achievement. That is, the higher the student's assertiveness and the better the students' perceptions of mathematics the more mathematics learning achievement of students of class IX of SMP Shalahuddin Malang.
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Silaban, Nurmintan, Fevi Wira Citra, and Mirna Yunita. "Prestasi Belajar Mahasiswa Penerima Bidik Misi Selama Masa Pandemi Covid-19." Journal of Education and Instruction (JOEAI) 4, no. 1 (March 11, 2021): 1–8. http://dx.doi.org/10.31539/joeai.v4i1.2013.
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This study aims to see the achievements of Bidik Misi Scholarships of students during the Covid-19 outbreak at Prof. Dr. Hazairin University. This research was conducted using descriptive research methods. The population and samples used in this study are all students who received Bidik Misi Scholarships in the academic year Odd 2019/2020 and Even 2019/2020 who were studying as many as 219 students. Data collection technique is a documentary technique, a tool used in the form of a stuffing format designed in such a way that it can record all the necessary data. This research data is quantitative data that is analyzed using descriptive analysis and categorized based on Academic Guidelines. The results of the study, the achievement of students who received Bidik Misi Scholarships in the academic year 2019/2020 judging from the average cumulative achievement index of students in the Odd semester is 3.31 and the average cumulative achievement index of students in the Even semester is 3.24. The average academic achievement score of students seen from 219 students who received mission objectives decreased by 0.07 during the Covid-19 pandemic. The decrease in the index of learning achievement of mission-aiming students has been seen in the Aquaculture program wherein the odd semester before the pandemic the average academic achievement was 3.8 and the average academic achievement during the Covid-19 pandemic was 2.7. In conclusion, the percentage of cumulative achievement index of the average recipient of Bidik Misi Scholarships during the Covid-19 outbreak at Prof. Dr. Hazairin University in the category is very satisfactory or above 2.75.
Keywords: Bidik Misi Scholarships, Covid-19, Learning Achievements
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Mecek, Saniye, and Erdal Taşlıdere. "Investigation of gifted students mathematics and physics achievements in terms of different variables." Pegem Eğitim ve Öğretim Dergisi 5, no. 5 (December 1, 2015): 733–46. http://dx.doi.org/10.14527/pegegog.2015.040.
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The purpose of this study was to investigate whether 7th and 8th grade gifted students' academic achievements in mathematics and physics differ in terms of age, gender, grade level and number of siblings. Survey research method was used and 339 students, attending Science and Art Centers from 27 province, formed the sample of study. Mathematics and physics achievement tests and a demographic survey scale were developed by the researchers to measure and collect information about students' achievements and demographics properties. The validity and reliability evidences were established. The results denoted that there was a significant difference between students' collective dependent variables of mathematics and physics in terms of grade level and gender at the .05 significance level. But no significant differences were found for the gender and the number of sibling. Moreover 8th grade students' achievement in both physics and mathematics were significantly greater than those of 7th grade students. The results also denoted that students' mathematics and physics achievements differ significantly in terms of age. Although mathematics achievement increases with respect to age level, the same relation was not detected for the physics achievement. It is thought that the results of current study would contribute to the literature for the gifted students who comprised approximately 2% of the society.
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Maamin, Martina, Siti Mistima Maat, and Zanaton H. Iksan. "Analysis of the factors that influence mathematics achievement in the ASEAN countries." Cypriot Journal of Educational Sciences 16, no. 1 (February 25, 2021): 371–88. http://dx.doi.org/10.18844/cjes.v16i1.5535.
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Mathematical achievements affect students in determining their future careers and the economy of a country. However, mathematical achievement in Association of Southeast Asian Nations (ASEAN) countries has not reached the target, except in Singapore. However, no systematic studies have examined this problem yet. Thus, this study was conducted to identify the factors that influence mathematical achievement in ASEAN countries. Using the guidance of the Preferred Reporting Items for Systematic Review and Meta-Analyses statement’s review methodology, systematic reviews using the Scopus and Web of Science databases identified 40 studies related to mathematics achievement in ASEAN countries. The results show that the factors of students, families, teachers, schools and policymakers influence mathematical achievements in ASEAN countries. Thus, mathematical achievement in ASEAN countries is not influenced by students alone. Suggestions in the future should pay serious attention to all factors in order to improve mathematical achievement in ASEAN countries.
Keywords: Mathematics achievement, factors, ASEAN countries, systematic review;
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Rahmawati, Nurina Kurniasari. "Implementasi Teams Games Tournaments dan Number Head Together ditinjau dari Kemampuan Penalaran Matematis." Al-Jabar : Jurnal Pendidikan Matematika 8, no. 2 (December 18, 2017): 121. http://dx.doi.org/10.24042/ajpm.v8i2.1585.
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The purpose of this research is to know the influence of Teams Games Tournaments (TGT), Numbered Head Together (NHT) model to the students 'mathematical learning achievement that reviewed students' mathematical reasoning ability. This research is a quasi-experimental research with 3 × 3 factorial design. The researcher uses 2 indicators of learning achievement that is (1) Mathematics achievement test and (2) Test of mathematical communication ability. Analysis of the data used is the analysis of two-way variants with different cells. The results of this research can be summarized as follows. (1) Learning using TGT learning model makes better student's mathematical learning achievement compared to student's mathematical learning achievement with NHT learning model and conventional learning, while NHT model gives a better result of student's mathematical learning achievement from student's learning achievement with conventional learning. (2) Learners with high mathematical reasoning ability have better learning achievement compared with learners with medium ability as well as medium ability better than low ability. (3) Students have high and moderate reasoning abilities with the three learning models giving the same mathematical achievement, whereas students with low mathematical reasoning ability using TGT and NHT models provide the same mathematical achievement, but better than conventional learning models, and conventional learning models and NHT produces the same mathematical achievement. (4) The learning model of TGT and NHT in students with high, medium and low mathematical reasoning ability produce the same mathematical achievement, whereas conventional learning model on students with high and medium mathematical reasoning has the same mathematical achievement but better than students with reasoning low math.
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Afni, Nur, and Jumahir Jumahir. "PERANAN ORANG TUA DALAM MENINGKATKAN PRESTASI BELAJAR ANAK." Musawa: Journal for Gender Studies 12, no. 1 (September 14, 2020): 108–39. http://dx.doi.org/10.24239/msw.v12i1.591.
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Family is the main educational media for student development, in order to develop their potential both physically and spiritually by optimizing family's environment role as an educational environment. Some of these roles are as follows: paying attention to students' progress, engaging in learning activities, creating a learning atmosphere, providing learning guidance, and providing learning motivation to students. Learning achievement is students’ ability to achieve certain subjects matter according to the curriculum, time, and certain criteria. Student's learning achievement is affected by various factors from outside themselves (external). The achievements are essentially the results of interactions with their environment, which are family environment and school environment as the education center.
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Sari, Azka Ananda, and Lucia R. M. Royanto. "Nilai Prestasi sebagai Moderator Hubungan Kegigihan dengan Prestasi Akademik." Jurnal Psikologi Teori dan Terapan 9, no. 2 (April 19, 2019): 91. http://dx.doi.org/10.26740/jptt.v9n2.p91-100.
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Value is a fundamental variable that underlies human life. Value serves as a guidance for someone to take an action. In the field of education, achievement value orientation can guide a students to act accordingly in order to gain academic achievements. The aim of this study was toexamine how achievement value serve as a moderator bewtween grit and academic achievement relations. Data were collected using online surveys from 363 undergraduate students of University of Indonesia and were analyzed using multiple regression. The results show that achievement value is significantly proved as a moderator of the relationship between grit and academic achievement. Students who believe in a greater achievement value shows grittier behavior in the context of study and greater effort in facing challenges in college. The grittier the students, the higher academic achievementsthey achieve.
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Farida, Intan Nur, and Ratih Kumalasari Niswatin. "Penggunaan Algoritma Naive Bayes Untuk Mengevaluasi Prestasi Akademik Mahasiswa Universitas Nusantara PGRI Kediri." Jurnal Sains dan Informatika 3, no. 2 (November 30, 2017): 122–27. http://dx.doi.org/10.34128/jsi.v3i2.113.
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Students' academic activities result in achievements that can be known in each semester until the graduation stage. This study classifies student achievement in the appropriate graduation category or not in the fifth semester. As attributes used include attributes of origin, High School origin, employment and income of parents, Comrade Achievement Index (IPK) and Achievement Index (IP) semesters one to five. The purpose of this study is the application to obtain academic achievement of students Nusantara PGRI Kediri University uses the naïve bayes algorithm. Train data used is the data of student class 2010 to 2012 on the Faculty of Engineering, with a focus on Informatics Engineering courses. Next is calculated using naïve bayes algorithm to classify student achievement. While the test data using student academic data generation 2013. Research results Student's previous academic achievement. This research is useful to know the factors that influence student achievement that can be used to support the making of university policy, for example on the target of new student admission promotion.
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Siregar, Machrani Adi Putri, and Eryanti Lisma. "THE EFFECT OF DISPOSITION ON STUDENT MATHEMATICS LEARNING ACHIEVEMENT IN MEDAN STATE 28 JUNIOR HIGH SCHOOL." Journal of Community Research and Service 3, no. 1 (August 27, 2019): 22. http://dx.doi.org/10.24114/jcrs.v3i1.14402.
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This study titled as The Effect of Disposition on Student Mathematics Learning Achievement in Medan State 28 Junior High School. In this study, disposition is an independent variable and achievement in mathematics learning is a dependent variable. Mathematical disposition is a change of student’s tendency in assuming and behaving toward mathematics, also their act when learning mathematics. For example, when students can solve non-routine problems, their behavior and assumption of mathematics as a student become more positive. The more mathematical concepts understood, the more students convinced that mathematics can be mastered. Based on theory, there are many factors that influence student's achievement in mathematics learning. In this study, researcher only took disposition factor. This research took place at Medan State 28 Junior High School which located at Karya Bersama St. No. 17 Medan Johor. The method of this study is a quantitative method with all of VIII class students which amount to 273 students and divided into 8 (eight) study groups. The data obtained by giving a questionnaire consisting of 19 statements. The data then analyzed by using simple linear regression analysis. The data analysis was performed by using SPSS 21 software for Windows. From the results of this study, it can be concluded that there is an effect of disposition on students' achievement in mathematics learning or in other words, students' achievements in mathematics learning are influenced by the disposition attitudes that students have in mathematics learning. The influence occurs in the disposition of achievement in mathematics learning is positive, that is equal to 6.6%.Keywords: Disposition, Mathematics Learning Achievement.
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Tường, Nguyễn Văn, Hoàng Sơn Giang, and Phan Nguyễn Đông Trường. "Mối tương quan giữa phong cách học tập và kết quả học tập của sinh viên chưa tốt nghiệp đúng hạn trường Đại học Khoa học Xã hội và Nhân văn, Đại học Quốc gia Thành phố Hồ Chí Minh." Tạp chí Quản lý giáo dục 13, no. 7 (July 2021): 23–31. http://dx.doi.org/10.53750/1859-2910.2021.13.7-23.
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This study uses learning styles scale developed by Reid (1984) and academic achievement scale developed by Young et al (2003) in order to investigate the correlation between learning styles and academic achievement of students who have not graduated on time of University of Social Science and Humanities, Vietnam National University of Ho Chi Minh City. The results indicated that total 6 learning styles are main learning of students and students’ self – rate for their academic achievement was good. Especially, results also pointed out that strong correlation between learning styles and academic achievements of students. The result implied that different learning styles accompanied with learning setting can contribute greatly to students’ academic achievement.
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Firdaus, Firdaus. "Pictures and Learning Motivation Towards the Eighth Grade Students’ Writing Achievement on Descriptive Paragraph." Channing: Journal of English Language Education and Literature 5, no. 1 (April 1, 2020): 26–35. http://dx.doi.org/10.30599/channing.v5i1.754.
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This research was concerned with an inquiry on the effect of the influence of using pictures and learning motivation towards the eight grades Students writing achievements on the descriptive paragraph of SMP Negeri 6 Pagaralam. The problem of this research was to find out whether or not there was an effect of the application pictures towards student's writing achievement on paragraph descriptive. Pictures strategy is a strategy that provides an opportunity for teachers to model exemplary pre-writing behavior and encourages students to set their purposes for writing. This enables students to become more motivated and active in writing a descriptive paragraph. Data collection employed pre-test and posttest for the experimental group. Data analysis was undertaken by using t-test and ANOVA. Findings showed that there was a significant effect of the application of pictures on student's writing achievement on a descriptive paragraph of the eighth grade of SMP Negeri 6 Pagaralam. The conclusion suggests that Ha was accepted while Ho was rejected. It means that using pictures was effective to improve student's writing achievement in a descriptive paragraph.
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Ikpi Eyong, Emmanuel, Catherine Ugada, and Abubakar Aminu. "Indicators of Improved Achievement of Students’ in Mathematics." Universal Academic Research Journal 2, no. 1 (January 1, 2020): 29–37. http://dx.doi.org/10.17220/tuara.2020.01.3.
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Irfan, Irfan. "STUDENTS LEARNING ACHIEVEMENTS." PARAMETER: Jurnal Pendidikan Universitas Negeri Jakarta 25, no. 2 (December 1, 2014): 96–106. http://dx.doi.org/10.21009/parameter.252.05.
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Abstract: The objective of this Research are to discover the correlation of motor ability, potential academic, physical fitness and learning motivation of learning achievement. This research was conducted by path analysis design. 100 students of FIK UNM Makassar were selected of 200 students by using simpel random sampling. Research findings reveal that ten of research hypotheses were supported, i.e. (H.1) there was an effect of motor ability on learning motivation students; (H.2) there was an effect of potential academic on learning motivation students; (H.3) there was an effect of physical fitness on learning motivation students; (H.4) there was an effect of motor ability on learning achievement students; (H.5) there was an effect of potential academic on learning achievement students; (H.6) there was an effect of physical fitness on learning achievement students; (H.7) there was an effect of learning motivation on learning achievement students; (H.8) there was an effect of motor ability on learning achievement by learning motivation students; (H.9) there was an effect of potential academic on learning achievement by learning motivaton students; (H.10) there was an effect of physical fitness on learning achievement by learning motivation student. Unsupported hypotheses were; (H.5) there was not an effect of potential academic on learning achievement students, (H.9) there was not an effect of potential academic on learning achievement by learning motivation students. The conclusion of this Research is that the learning motivation and learning achievement can increased by improving of motor ability, potential academic and physical fitness
Abstrak: Tujuan dari penelitian ini adalah untuk menemukan korelasi kemampuan motorik, potensi akademik, kebugaran fisik dan motivasi prestasi belajar. Penelitian ini dilakukan dengan analisis jalur desain. 100 siswa dari FIK UNM Makassar dipilih dari 200 siswa dengan menggunakan simpel random sampling. Temuan penelitian menunjukkan bahwa sepuluh hipotesis penelitian yang didukung, yaitu (H.1) ada pengaruh kemampuan motorik pada motivasi belajar siswa; (H.2) ada pengaruh dari potensi akademik terhadap motivasi belajar siswa; (H.3) ada pengaruh dari kebugaran fisik pada motivasi belajar siswa; (H.4) ada pengaruh kemampuan motorik terhadap prestasi belajar siswa; (H.5) ada pengaruh dari potensi akademik terhadap prestasi belajar siswa; (H.6) ada pengaruh dari kebugaran fisik terhadap prestasi belajar siswa; (H.7) ada pengaruh motivasi belajar terhadap prestasi belajar siswa; (H.8) ada pengaruh kemampuan motorik terhadap prestasi belajar dengan motivasi belajar siswa; (H.9) ada pengaruh dari potensi akademik terhadap prestasi belajar siswa dengan motivasi belajar; (H.10) ada pengaruh efek kebugaran fisik terhadap prestasi belajar dengan motivasi belajar siswa. Hipotesis yang tidak didukung adalah; (H.5) tidak ada pengaruh dari potensi akademik terhadap hasil belajar siswa, (H.9) tidak ada pengaruh potensi akademik terhadap prestasi belajar dengan motivasi belajar siswa. Kesimpulan dari penelitian ini adalah bahwa motivasi belajar dan prestasi belajar dapat meningkat dengan meningkatkan kemampuan motorik, potensi akademik dan kebugaran fisik.
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Sundari, Ayu. "Manajemen Kegiatan Ekstrakurikuler Dalam Meningkatkan Prestasi Non Akademik Siswa." Munaddhomah: Jurnal Manajemen Pendidikan Islam 2, no. 1 (April 21, 2021): 1–8. http://dx.doi.org/10.31538/munaddhomah.v2i1.45.
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Extracurricular activities are a place for students who have interests and talents. Extracurricular activities can help develop self-potential in increasing student achievement. Student achievement is not only obtained from academic achievement, with non-academic achievements students can be able to communicate and socialize well. Good extracurricular management will result in achievements in non-academic fields. Madrasah Aliyah Negeri 1 Mojokerto is one of the madrasas that has produced many students with non-academic achievements. The results of this study are (1) the management of extracurricular activities at Madrasah Aliyah Negeri 1 Mojokerto includes, first planning for extracurricular activities carried out at the beginning of the new academic year, secondly organizing is carried out by extracurricular guidance teachers by assigning assignments to coaches who have competence in their fields. The third implementation of extracurricular activities is carried out every day according to a predetermined schedule, the fourth supervision is carried out with the presence of the supervisor and students. (2) students' non-academic achievement after the management of extracurricular activities is good and is increasing. Judging from the educational process that went well and smoothly, the existence of good extracurricular management at Madrasah Aliyah Negeri 1 Mojokerto was able to achieve achievements, both at the district and provincial levels.
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Qomarudin, Qomarudin, Nanat Fatah Natsir, and Mohamad Jaenudin. "PENGARUH KEPEMIMPINAN KEPALA SEKOLAH DAN KINERJA GURU TERHADAP PRESTASI PESERTA DIDIK DI MA NURUL FURQON KECAMATAN CIBINONG KABUPATEN BOGOR." Jurnal Dirosah Islamiyah 1, no. 2 (November 20, 2019): 149–63. http://dx.doi.org/10.47467/jdi.v1i2.85.
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ABSTRACTThe problem of this research is about improving the quality of education output which is reflected in the achievements of the students, is the expectation of all schools starting from the principal and also teachers who teach as well as both parents, but in reality there are still many students who actually have achievements but not yet seen or even do not know the achievements in themselves, so they can and have the achievements as expected. The problem in this study is limited around the principal's leadership and teacher performance, as well as the achievement of the students themselves.The research method used in this study is a quantitative method. This research is correlational because this study seeks to investigate the effect of school principal leadership and teacher performance on student achievement.The results showed that (1) there was a positive influence between the principals' leadership variables on the achievement of students obtained the value of the analysis of 2.464 so that the positive results were concluded, the level of strong influence. (2) there is a positive influence between teacher performance on student achievement obtained value of 2.868 so that concluded positive results, the level of influence is strong. (3) simultaneously the leadership of the school principal and the performance of the teacher have a very significant effect on the achievement of students in MA NurulFurqon, Cibinong District, Bogor Regency.keywords of Education, Leadership, school, teacher, achievement
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Saifullah, Saifullah, and Hendri Yawan. "POVERTY AND STUDENTS’ ACADEMIC ACHIEVEMENT IN PAPUA, INDONESIA." IJIET (International Journal of Indonesian Education and Teaching) 6, no. 2 (July 25, 2022): 341–50. http://dx.doi.org/10.24071/ijiet.v6i2.4457.
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Poverty in Indonesia has experienced a continual decrease in the last decades. However, the numbers of people living under the poverty line in the country are still constant at above 10 percent. The study intended to review the influence of poverty on students' academic achievements in Papua. The study aims to explore the measurement of poverty, types of poverty, poverty and its effect in Papua, how poverty affects students’ academic achievements, and possible recommendations. Some research studies have found how poverty negatively disturbs the students' academic achievements. The results indicate that poverty affects students’ academic achievements in Papua and even leads them to school dropout. Becoming one of Indonesia's most impoverished regions with a high poverty rate, the academic achievement among students in Papua is highly correlated with poverty, health and safety issues, food security, parental behaviour, acute, chronic and stressor, and social and emotional challenges. Such situations later decrease their academic achievements in school.