The Relationship between Teachers' Teaching Style Perceptions and Learning Motivation on Science Learning Outcomes
Hubungan Persepsi Gaya Mengajar Guru dan Motivasi Belajar terhadap Hasil Belajar IPA
DOI:
https://doi.org/10.21070/ijemd.v20i2.902Keywords:
Teacher's Teaching Style, Learning Motivation, Cognitive Learning Outcomes, Science Education, Ex-Post FactoAbstract
Background: The low student learning outcomes in science subjects are influenced by both internal and external factors. Student perceptions of teaching styles and learning motivation are crucial external and internal factors, respectively. Aims: This study aims to determine the relationship between student perceptions of teacher teaching styles and learning motivation on cognitive learning outcomes in seventh-grade science at SMP Negeri 1 Bangil. Methods: An ex-post facto correlational design was used with a population of 360 students and a sample of 186 students selected through simple random sampling. Data were analyzed using simple linear and multiple linear regression with SPSS-25. Results: The study found a positive and significant relationship between student motivation and cognitive learning outcomes. While student perception of teacher teaching styles showed a relationship with cognitive learning outcomes, the results of the hypothesis test show a contradiction between the partial and simultaneous findings, where perception of teaching styles was not found to have a significant partial effect but had a significant simultaneous effect when combined with learning motivation. Novelty: This study provides unique insights into the relationship between teaching style perception, motivation, and learning outcomes within the specific context of a junior high school in Bangil, highlighting the need for teachers to develop engaging and motivating learning strategies. Implications: The findings suggest that teachers should develop engaging and motivating teaching strategies to improve student learning outcomes. Future research is needed to explore other factors influencing learning outcomes to provide a more comprehensive understanding.
Highlights :
- The study found a positive and significant relationship between student motivation and cognitive learning outcomes.
- Student perceptions of teaching styles did not have a significant partial effect on learning outcomes.
- However, when combined with motivation, perceptions of teaching styles had a significant simultaneous effect on learning outcomes.
Keywords: Teacher's Teaching Style, Learning Motivation, Cognitive Learning Outcomes, Science Education, Ex-Post Facto
References
[1] H. D. Rohmawati and R. Nisa, “Gaya Mengajar Guru dalam Meningkatkan Hasil Belajar Kognitif pada Mata Pelajaran Fiqih Kelas II Madrasah Ibtidaiyah,” Pendidikan Guru Madrasah Ibtidaiyah, vol. 04, no. 01, pp. 78–89, 2023.
[2] B. Surahmadi, “Penerapan Teknik Bermain Kartu Pintar Untuk Meningkatkan Motivasi Belajar dan Hasil Belajar IPA,” Jurnal Pendidikan Fisika Universitas Muhammadiyah Metro, vol. IV, no. 1, pp. 17–25, 2016.
[3] B. Kurniawan, “The Role of Teacher’s Teaching Style and in Increasing Students’ Motivation Towards Islamic Religious Education Learning Outcomes,” International Journal of Science and Social, vol. 4, no. 4, pp. 50–59, 2022, doi: 10.54783/ijsoc.v4i4.551.
[4] A. Rahmawati and S. B. Sartika, “Hubungan Gaya Mengajar Guru dan Motivasi Belajar Terhadap Hasil Belajar Kognitif Siswa SMP,” Vektor, vol. 03, no. 02, pp. 1–184, 2022, doi: 10.35719/vektor.v3i2.64.
[5] Q. D. Nurul, “Pengaruh Kreativitas Mengajar Guru dan Minat Belajar Siswa Terhadap Hasil Belajar Siswa Mata Pelajaran PAI Kelas VIII di SMP Islam Krembung Kabupaten Sidoarjo,” Skripsi Universitas Islam Negeri Maulana Malik Ibrahim Malang, 2018.
[6] R. Fitriana, “Studi Komparasi Gaya Mengajar Guru Dengan Hasil Belajar Siswa Pada Mata Pelajaran Nahwu Kelas VIII B dan C di MTS Ma’arif Balong Ponorogo Tahun Ajaran 2019/2020,” Skripsi Institut Agama Islam Negeri, 2020.
[7] S. I. A. S. A. G. Bulohroy and J. F. Rehena, “Pengaruh Gaya Mengajar Guru Terhadap Motivasi Dan Hasil Belajar Biologi Pada Konsep Sistem Peredaran Darah Manusia Siswa Kelas VIII SMP Hang Tuah Lantamal IX Ambon,” Biopendix, vol. 4, no. 1, p. 1, 2017.
[8] D. Setianingrum, “Pengaruh Gaya Mengajar Guru Terhadap Prestasi Belajar IPA di MI Ma’arif NU Sanguwatang Kecamatan Karangjambu Kabupaten Purbalingga,” Doctoral Diss. IAIN, 2017.
[9] E. Prihatini, “Pengaruh Metode Pembelajaran dan Minat Belajar Terhadap Hasil Belajar IPA,” Jurnal Pendidikan Dasar Nusantara, vol. 7, no. 2, pp. 171–179, 2017.
[10] A. Intan, “Pengaruh Gaya Mengajar Guru Terhadap Minat Belajar Siswa dalam Mata Pelajaran PKn Kelas III di SDN 1 Banjarwangunan Kabupaten Cirebon,” Skripsi, 2019.
[11] D. Siswanti, “Pengaruh Gaya Mengajar Guru dan Kepuasan Belajar Siswa Terhadap Hasil Belajar Siswa SD Negeri 120 Bengkulu Utara,” Skripsi Institut Agama Islam Negeri Bengkulu, 2020.
[12] N. Sari and S. B. Sartika, “Korelasi Gaya Belajar dengan Hasil Belajar Kognitif pada Mata Pelajaran IPA SMP,” LENSA (Lentera Sains) Jurnal Pendidikan IPA, vol. 11, no. 1, pp. 1–7, 2021, doi: 10.24929/lensa.v11i1.114.
[13] D. Aulia and D. Susanti, “Pengaruh Motivasi Berprestasi dan Gaya Mengajar Guru Terhadap Prestasi Belajar dalam Pembelajaran Ekonomi,” Jurnal Pendidikan Tambusai, vol. 5, no. 3, pp. 378–386, 2022.
[14] M. A. Sari and Zafri, “Gambaran Minat Belajar Siswa Terhadap Variasi Gaya Mengajar Guru pada Mata Pelajaran Sejarah di SMA,” Jurnal Halaqah, vol. 1, no. 4, pp. 460–468, 2019, doi: 10.5281/zenodo.3524797.
[15] Y. Herni, Y. Gea, and R. A. Rohmah, “Pengaruh Gaya Mengajar Guru Terhadap Keaktifan Siswa dalam Pembelajaran IPS di Kelas VIII SMP Muhammadiyah Rambah Yupita,” Jurnal Pendidikan IPS, vol. 01, no. 01, pp. 34–43, 2020, doi: 10.30606/bjpi.v01i01.xxx.
[16] A. J. S. A. L. Sandi and Amirudin, “Peranan Gaya Mengajar Guru dalam Meningkatkan Motivasi Siswa Terhadap Hasil Belajar Daring Pendidikan Agama Islam SDN Sindangmulya IV Cibarusah,” Jurnal Ilmiah Profesi Pendidikan, vol. 6, no. 2, pp. 265–274, 2021.
[17] B. A. Atma, F. F. Azahra, and A. Mustadi, “Teaching Style, Learning Motivation, and Learning Achievement: Do They Have Significant and Positive Relationships?,” Jurnal Prima Edukasia, vol. 9, no. 1, pp. 23–31, 2021, doi: 10.21831/jpe.v9i1.33770.
[18] M. Huda, “Kompetensi Kepribadian Guru dan Motivasi Belajar Siswa (Studi Korelasi pada Mata Pelajaran PAI),” Jurnal Penelitian, vol. 11, no. 2, pp. 239–241, 2017.
[19] S. S. E. Nurhalizah, “Pengaruh Variasi Gaya Mengajar Guru Terhadap Motivasi Belajar Siswa di SDN 158367 Laemonong 2,” Jurnal Educandum, vol. 6, no. 1, pp. 5008–5018, 2023.
[20] H. Rahmat and M. Jannatin, “Hubungan Gaya Mengajar Guru Dengan Motivasi Belajar Siswa Pada Mata Pelajaran Bahasa Inggris,” Jurnal Jurusan PGMI, vol. 10, no. 2, pp. 98–111, 2018.
[21] K. M. S. Dewi, I. W. Suwatra, and M. Suarjana, “Kontribusi Disiplin Belajar dan Motivasi Berprestasi Terhadap Hasil Belajar Matematika,” Jurnal Penelitian dan Pengembangan Pendidikan, vol. 2, no. 2, p. 152, 2018, doi: 10.23887/jppp.v2i2.15397.
[22] A. N. R, “Pengaruh Gaya Mengajar Guru Terhadap Minat Belajar Peserta Didik Mata Pelajaran PAI di SMAIT Daarul Hikmah Boarding School Bontang Kalimantan Timur,” Skripsi, 2022.
[23] N. Made, R. Aryani, and I. M. Suarjana, “Students’ Motivation for Learning Mathematics During the Covid-19 Pandemic,” International Journal of Elementary Education, vol. 6, no. 1, pp. 40–41, 2022.
[24] S. R. Hidayat, “Pengaruh Gaya Mengajar Guru dengan Agama Islam Peserta Didik Kelas VIII SMP TMI Roudlatul Qur’an Metro Tahum Pelajaran 2018/2019,” Skripsi, 2019.
[25] A. S. B. M. F. Mayshandy and I. K. Mahardika, “Pengaruh Model Problem Based Learning Disertai Peta Konsep Terhadap Motivasi Belajar IPA Siswa SMP Kelas VII Materi Pemanasan Global,” Jurnal Pendidikan, vol. VII, no. II, pp. 101–109, 2021.
[26] A. Rudini, Ruslan, and F. Daud, “Pengaruh Disiplin Belajar dan Motivasi Belajar Terhadap Hasil Belajar IPA Peserta Didik SMP Negeri di Kecamatan Tamalate Kota Makassar,” Jurnal Pendidikan dan Pembelajaran, vol. 8, no. 2, pp. 19–21, 2021.
[27] S. Bayu, A. Arif, and M. Pelu, “Hubungan antara Persepsi tentang Gaya Mengajar Guru dan Disiplin Belajar dengan Hasil Belajar Siswa,” Jurnal Candi, vol. 21, no. 2, pp. 46–61, 2021.
[28] V. F. Dewi, “Analisis Gaya Mengajar Guru dan Kaitannya dengan Hasil Belajar Siswa Pada Mata Pelajaran Al-Qur’an Hadis di MTS N 01 Kepahiang,” Skripsi, 2024.
[29] M. R. Hasibuan, “Pengaruh Gaya Mengajar Guru dan Gaya Belajar Siswa Terhadap Hasil Belajar Siswa Pada Mata Pelajaran IPS Kelas X SMA Advent DKI Jakarta dan Sekitarnya,” Jurnal Terapan Ilmu Manajemen dan Bisnis, vol. 4, no. 1, pp. 109–118, 2021.
[30] S. Khumaidah and Misbah, “Pengaruh Motivasi, Kebiasaan Belajar, Sarana Belajar, dan Gaya Mengajar Guru Pada Prestasi Hasil Belajar Siswa MA Manbail Futuh Jenu Tahun Pelajaran 2017/2018,” Jurnal Oportunitis Unirow Tuban, vol. 01, no. 01, pp. 42–49, 2020.
[31] E. Y. Awe and K. Benge, “Hubungan antara Minat dan Motivasi Belajar dengan Hasil Belajar IPA pada Siswa SD,” Jurnal Educational Technology, vol. 1, no. 4, pp. 231–238, 2017, doi: 10.23887/jet.v1i4.12859.
[32] A. W. R. Nugroho, “Pengaruh Motivasi Belajar Terhadap Hasil Belajar Matematika Siswa di SMPN 2 Tirtamulya,” Jurnal Pendidikan, Matematika dan Sains, vol. 6, no. 2, pp. 9–11, 2022.
[33] W. A. Putri, R. Fitrini, E. F. S. Rini, F. T. Aldila, and T. Ratnawat, “Pengaruh Motivasi Terhadap Hasil Belajar Siswa IPA di SMAN 6 Muaro Jambi,” SAP (Susunan Artikel Pendidikan), vol. 5, no. 3, pp. 248–254, 2021.
[34] A. J. S. A. L. Sandi and Amirudin, “Peranan Gaya Mengajar Guru dalam Meningkatkan Motivasi Siswa Terhadap Hasil Belajar Daring Pendidikan Agama Islam di SDN Sindangmulya IV Cibarusah,” Jurnal Ilmiah Profesi Pendidikan, vol. 6, no. 2, pp. 265–274, 2021.
[35] S. Setiyaningsih and A. Sunarso, “Hubungan Variasi Mengajar Guru dan Motivasi Belajar Siswa dengan Hasil Belajar Matematika,” Joyful Learning Journal, vol. 9, no. 2, pp. 66–71, 2020.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Rahmawati Antinie Prianti, Nur Efendi
This work is licensed under a Creative Commons Attribution 4.0 International License.
