Hubungan Kompetensi Pedagogik Guru dan Efikasi Diri Dengan Motivasi Berprestasi Belajar Siswa Kelas IX SMP Islam Al-Ulum Terpadu Medan

Abstract

This study aims to determine (1). Relationship with the teacher pedagogical competence achievement motivation to learn, (2). The relationship of self-efficacy and achievement motivation of student learning. (3). The relationship between learning achievement motivation and self-efficacy and achievement motivation of student learning. The subjects were 100 junior high school students of Al-Ulum unified field, sampling is done by proportionate random sampling, this research is descriptive method that aims to obtain information about the symptoms of a relationship in the study. Prior research conducted prior research instrument tested on a sample of 30 people outside and continued with validity and reliability. Teacher questionnaires valid pedagogical competence gained 24 points of the 25 item questionnaire that has been tested and reliability of obtained reliability coefficient of 0.773,. Instrument valid self-efficacy questionnaire obtained 19 item questionnaire of 20 items tested and reliability coefficient of 0.924. Instrument valid achievement motivation questionnaire obtained 24 points of the 32-item questionnaire that tested and reliability coefficient of 0.846. Based on the hypothesis testing can be concluded: (1) there is a positive and significant relationship between pedagogical competence and achievement motivation to learn by ry1. rhitung> rtabel (0.406> 0.195) and large thitung> ttable (4.38> 1.66), (2) there is a significant relationship between self-efficacy and achievement motivation to learn by ry1. rhitung> rtabel (0.304> 0.195) and large thitung> t table (3.165> 1.66), (3) there is a significant relationship between pedagogical competence and self-efficacy together with achievement motivation to learn by Ry (12) = Thitung> rtabel (0.57> 0.195) and large F count> F table (66.58> 1.66). The results obtained pedagogical competence and self-efficacy of teachers together give a contribution of 66.58% of the students' learning achievement motivation, and the rest is determined by other factors.