Effect of Student Motivation on Student Learning Outcomes in

Economics Lesson

Fazar Nuriansyah

Universitas Pendidikan Indonesia, Jl. Dr. Setiabudhi 229, Bandung, Indonesia

fazar@upi.edu

Keywords: Motivation, Learning Outcomes.

Abstract: Research on the influence of learning motivation on student learning outcomes in economic lesson. This

research was conducted on XI Social Class of Public senior high school in Bandung Regency. This research

used survey research method and data analysis technique using regression analysis. The results of this study

concluded that the level of student learning motivation has a positive and significant impact on student

learning outcomes. This means that the level of student learning motivation is an important factor to change

the level of student learning outcomes. Therefore, achievement motivation is very instrumental in learning,

because the higher the achievement motivation of students, the spirit of students to learn is also increasing.

1 INTRODUCTION

Efforts to create quality education certainly cannot go

as easily as expected. This is proven by the condition

of education that is still far from expectations.

Increasing the quality of education has been done by

the education sector or educational institutions

through the improvement of national curriculum,

local, teacher performance through training and

certification, procurement and improvement of

educational facilities and infrastructure. Quality

education can not be separated from the contribution

of teachers and learners. The involvement of learners

who are active in courses and seminars, active in

organization of determining good learning outcomes

(Ramona and Camelia, 2014). Motaei (2014)

explained that students in Iran prefer to take part in

activities based on discussion of problems with peers.

So the teachers should create an atmosphere in the

classroom to engage students in the learning process,

encouraging them to reflect and ask the questions, and

provide opportunities for interaction between

students and teachers. Achieving student’s learning

outcomes during learning depends on the support that

the students receive from qualified staff services. So

in the learning process students are expected to

acquire skills, beliefs, and competencies. (Ellemes at

al., 2017).

In addition Abin Syamsudin (2004), suggest there

are three factors that affect student achievement is (1)

raw input is the student with all the characteristics

such as IQ, motivation, motives, habits, emotions,

physical, and others; (2) instrumental input is

instrumental input such as teacher, curriculum,

school, means and infrastructure, source book, etc.;

(3) environmental inputs are environmental inputs

such as family, social, community, and others.

Furthermore Noehi Nasution (Syaiful Bahri

Djamarah, 2002) mentions that there are three factors

that affect the teaching and learning process are:

1. Input component is a personal student who has

raw input that is IQ, talent, interest, motivation,

habits, and others.

2. Input instrumental components in the form of

input or facilities that support them in the form

of tools, facilities, media, methods, teachers and

others.

3. Environmental input components in the form of

environmental elements.

Amir and Parpouchi (2016) explained the

convenience of learning affects learning outcomes

and improves learning motivation. Most of the

students, learning comfort also leads to improved

learning and the influence of their motivation.

However, it can be argued that the convenience of

increased learning groups will increase motivation

and learning outcomes.

Based on previous research and expert opinion or

theory about learning outcomes, there are several

main factors that influence learning outcomes.

Among the factors causing the dominant learning

outcomes are learning motivation. The conditions

above the background of the research to analyse the

252

Nuriansyah, F.

Effect of Student Motivation on Student Learning Outcomes in Economics Lesson.

In Proceedings of the 2nd International Conference on Economic Education and Entrepreneurship (ICEEE 2017), pages 252-256

ISBN: 978-989-758-308-7

problems of learning motivation on student

achievement.

2 METHOD

The method used in this research was explanatory

survey method is a method that highlights the

relationship between variables using the framework

and then formulated a hypothesis. While the approach

used in this study using a quantitative approach. The

type of data used in this study is primary data obtained

from answers from questionnaires given to the

students, and secondary data in the form of value

documentation conducted by the Economic Teachers

Class XI Social of Public senior high school in

Bandung regency. The analytical technique used was

regression analysis, this analysis technique was used

to give the proportion or percentage of total variation

in the independent variable Y was explained by the

independent variable X. In addition the researchers

used descriptive statistical analysis, this was done to

see the tendency of variable frequency distribution

and determine the level Respondents' attachment to

each variable, with research model as follows:

Y = 𝛽

+ 𝛽

𝑋 𝜀 (1)

Where:

Y : Learning Outcomes = School Final Exam Value

X1: Student Motivation = Coesioner

𝛽

= Constants

ε = error

Based on theoretical framework, hypothesis in

this study are as follows:

𝐻

: The level of student's motivation does not have a

positive effect on the student's learning

outcomes

𝐻

: The level of student's motivation has a positive

effect on student learning outcomes

3 RESULTS AND DISCUSSION

3.1 Result Study

To find out whether the research model was feasible

or not, then the classical assumptions include

normality test, homogeneity and multicollinearity

test. Normality test used Kolmogorov-Smirnov

method, normality test results show the data used

normal distribution, it was known that the value of

Asymp significant 0.932 greater than 0.05.

Homogeneity test used analysis of variance

(ANOVA) explained that the value of learning result

variable significant (Y) based on Learning

Motivation (X) is 0,256 bigger than 0,05, meaning

that variable of learning result based on motivation

variable have the same variant. And multicollinearity

test result showed that the variable of learning result

and learning motivation has a tolerance value of 1,000

value bigger than 0.10 so it could be concluded that

there was no multicollinearity between independent

variables, this was reinforced by VIF 1,000 value

where the value was less than 10, it could be said that

there was no multicollinearity problem in the

prediction model.

3.2 Discussion

Descriptive variable of student's learning motivation

on economic lesson of XI Social Class of Public

senior high school in Regency Bandung based on

average score, standard deviation, and category.

Explanation of mean, standard deviation and category

of each indicator and variable items of student's

learning motivation was described in Table 1. In

student learning motivation variable there was some

indicators that describe student's motivation variable.

The first indicator was the duration and frequency of

study of economy, the result of data processing about

the indicator duration and frequency of study of

economics average score of 2.89 and standard

deviation of 0.95 and belong to the category high

enough.

Table 1: Description of students Motivation Variables

Indicator

Mean

Std.

Deviation

Category

Duration and frequency

of learning economy

2,89

0,95

High

enough

The sincerity of home

study lesson

2,80

0,95

High

enough

Have free time

studying economics

outdoors

2,14

0,88

Low

Attend the lessons

attentively

3,31

0,86

High

enough

Sacrifice money,

energy, mind

2,44

0,94

Low

Economic study

schedule in accordance

with the planned

schedule

2,33

0,95

Low

To execute the

economic duty given

by teacher

2,64

0,95

High

enough

Learn diligently and

seriously to achieve the

ideals

2,58

0,91

Low

Student Motivation

Variable

2,68

0,92

High

enough

Effect of Student Motivation on Student Learning Outcomes in Economics Lesson

253

The second indicator was the sincerity to repeat

the economic lesson at home, the result of data

processing on the indicator of seriousness repeat the

home economics lesson of 2.80 and the standard

deviation of 0.95 and belong to the category high

enough. The third indicator was having an

economical learning spare time outside the home, the

data processing on the indicator has an outdoor

learning study time of 2.14 and a standard deviation

of 0.88 and belonging to the low category. The fourth

indicator was attending the lesson attentively, the

results of data processing on the indicator follow the

lesson with attention of 3.31 and the standard

deviation of 0.86 and belong to the category high

enough. The fifth indicator was money sacrifice of

mind power, the result of data processing about the

money sacrifice indicator money of 2.44 and standard

deviation of 0.94 and belonging to low category. The

sixth indicator was the schedule of economic learning

in accordance with the planned schedule, the results

of data processing on the money sacrifice indicator

money of 2.33 and the standard deviation of 0.95 and

belonging to the low category. The seventh indicator

was hastened to carry out the economic duties given

by the teacher, the results of data processing on the

hastening indicators of carrying out the economic

duties given by the teacher of 2.64 and the standard

deviation of 0.95 and belonging to the category high

enough. And the eighth indicator was studied

diligently and seriously to achieve the ideals, the

results of data processing on learning indicators

diligently and seriously to achieve the ideals of 2.58

and standard deviation of 0.91 and belong to the low

category.

Based on the results of data processing and

various explanations that have been described can be

drawn the overall conclusion that the average score

for the Student Motivation variable (X3) is 2.68 with

a standard deviation of 0.92. General description of

students 'learning motivation of economic subjects of

XI Social Class of Public senior high school in in

Kabupaten Bandung almost all the indicators on

students' motivation variable included in the category

high enough. The average score of the highest

indicator is the indicator of attending the lesson with

attention, while the average score of the lowest

indicator is the indicator of having the leisure time to

study the economy outside the home belonging to the

low category and even there are scores of items fall

into very low category.

Table 2: Result Test F ANOVA

Mode

Sum of

Square

Mean

Square

Sig.

Reg

309.507

9.602

.002

Res

9283.338

32.234

Total

9592.845

a.Dependent Variable: Learning Outcomes

b.Predictors: (Constant), Student motivation

Table 5. Showing the results of anova test, the F-

count value of 9.602 is greater than F-table 1 with

probability value is 0.002. With F-count value greater

than F-table and probability value 0.002 smaller than

p value 0.05, it can be concluded that 𝐻

rejected and

𝐻

accepted, it means student motivation affect

learning outcomes.

Table 3: Coefficients

Model

Unstandardized

Coefficients

Standardized

Coefficients

Sig.

Std.

Error

Beta

(Constant)

72.645

2.105

34.509

.000

motivation

.114

.037

.180

3.099

.002

a. Dependent Variable: result

Hypothesis testing in this research was by one-

way testing, this was done because the influence of

independent variables on the dependent variable was

positive effect. The confidence level used is 95% or

residue of 5% (α = 5%). Based on Table 3, the

variable of students' motivation level significantly

and positively affect student's learning outcomes (Y)

was proved by regression of significance value of

0,002 less than 0,05 and t-count value 3,099 bigger

than t-table 1,968. In line with the opinion of Ngalim

Purwanto (2004) which suggests that one of the

internal factors that affect learning outcomes is

motivation. This is because a person will not perform

a certain action without any encouragement or

motivation to do so. In addition, S.B Djamarah (2002)

states that "in the learning process, motivation is

necessary, because someone who has no motivation

in learning, will not be possible to do learning

activities". Likewise with learning, if a person

achieves a good learning, so that one will be

motivated to learn. Based on this motivation has an

important role is needed in order to achieve maximum

results. So that the high motivation of a student will

determine the success of the student in the learning

process. Therefore, every student who wants to

succeed to achieve maximum learning outcomes, it

must be balanced with the motivation maximum

learning motivation.

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254

Same as with research conducted by Ghullam

Hamdu and Lisa Agustina (2011). The results showed

that in general the motivation of learning and learning

achievement of fourth grade students of elementary

school Tarumanagara quite good. The analysis also

shows that the influence of learning motivation

influences greatly on the students' learning

achievement. So as Keller revealed that the learning

achievement can be seen from the change of personal

input results in the form of motivation and hope to

succeed. His research was done by Narwoto (2013:

231). The results of the analysis indicate that

achievement motivation has an influence on the

learning achievement of vocational theory is also in

line with the theory of needs developed by David C.

McClelland. According to David C. McClelland there

are three needs of a person: 1) need for achievement,

2) need for affiliation, and 3) need of power. The need

for achievement is an inner drive to overcome all

challenges and obstacles in an effort to achieve the

goals. The achievement motivation shown by the

students’ shows that their need for achievement is

high.

Table 4: Result Test Coefficient of Determinant R

Model

Adj. R

Std. Error of

the Estimate

0.180

0.032

0.029

5.67748

a.Predictors:(constant), student motivation

b. Dependent Variable: learning outcome

Coefficient of determination 𝑅

displayed on

Table 4. The result of analysis shows that 𝑅

value is

0.032. This means that as much as 3,2%, the learning

outcome of XI Social Class of Public senior high

school in Kabupaten Bandung was influenced by

student motivation leverage, amount while the rest of

96,8 % was influenced by other factors.

It answered the reason of hypothetical result in

this research which resulted that the influence of

students' motivation was still small on student

learning outcomes, influenced by the small the

students learning motivation. The data acquisition

explains that every indicator of student's learning

motivation was not maximal yet and was categorized

as high enough even there are sub indicator which

was stated in the statement which was thrown to the

student of data acquisition mentioning that the student

in follow the guidance of economics learning in other

institution outside school of acquisition the average

value of 1.50 which was included in the category was

very low, the students set the pocket money to buy the

economic book the average value of 1.99 is

categorized as low category and the students discuss

with the economic teacher in the teacher's room if

there was material that has not been understood

Earned an average rating of 2.05 that fall into the low

category. So with this clear reasons why the influence

of the student learning motivation on learning

outcomes is still small despite significant and positive

affect.

Tella (2007) in his research justified the

importance of motivation to academic achievement.

Teachers have a great influence in the learning

process because they must try to maximize the

motivation that students’ hade during the learning. In

addition, parents and government should be involved

in programs that could motivate students to improve

student academic performance.

Motivation of student achievement in learning

will facilitate the learning process conducted in the

classroom. For students, achievement motivation will

encourage them to be in the spirit of learning. This is

in the opinion of Nicholls (Nurwanto: 2012: 232)

which states that "optimum motivation as one that

provides the greatest degree of intellectual

development", high motivation is one aspect of one's

intellectual development. For a teacher in school,

student achievement motivation will facilitate the

delivery of learning to the students, the absorption

becomes higher so that student learning achievement

will also increase. Therefore, achievement motivation

is very instrumental in learning, because the higher

the achievement motivation of students, the spirit of

students to learn is also increasing.

4 CONCLUSIONS

Based on the results of research analysis and

discussion, it is concluded that the level of student

learning motivation owned by Social Class of Public

senior high school in Bandung State Senior High

School can remind students of student learning

outcomes is proven by majority of students in Social

Class of Public senior high school get a thoroughness

in economic lessons and the level of students learning

motivation have Positive and significant influence on

student learning outcomes. This means that the level

of student learning motivation is an important factor

to change the level of the student learning outcomes.

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