Pengaruh Motivasi Belajar Terhadap Learning Loss Pasca Pelaksanaan Pembelajaran Jarak Jauh (Pjj) Di Smp Negeri 3 Tanjung Morawa

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh dari motivasi belajar terhadap learning loss pasca pelaksanaan Pembelajaran Jarak Jauh (PJJ) yang terjadi selama dua tahun. Masalah ini berfokus pada siswa kelas VII di SMPN 3 Tanjung Morawa. Penelitian ini mengacu pada metode kuantitatif dengan analisis regresi dan menggunakan skala Likert. Sampel penelitian berjumlah 70 siswa. Teknik pengambilan sampel menggunakan simple random sampling yaituu pengambilan sampel dari anggota populasi yang dilakukan secara acak tanpa memperhatikan strata yang ada dalam populasi tersebut. Guna mendekati masalah ini dipergunakan acuan teori dari Aritonang (2008) pada aspek-aspek motivasi belajar yaituu, ketekunan dalam belajar, ulet dalam menghadapi kesulitan, minat dan ketajaman perhatian dalam belajar, berprestasi dalam belajar dan mandiri dalam belajar. Sedangkan pada learning loss mengacu pada teori Budi, dkk (2021) dengan aspek psikologi, psikososial, kesulitan belajar, dan kesenjangan akses belajar. Berdasarkan hasil perhitungan analisis regresi linear sederhana dapat diketahui bahwa terdapat pengaruh yang signifikan antara motivasi belajar dengan learning loss dengan asumsi bahwa semakin rendah motivasi belajar maka semakin tinggi learning loss sebaliknya semakin tinggi motivasi belajar maka akan semakin rendah learning loss. Hasil ini dibuktikan dengan nilai rxy = 0,711, p = 0,000 dimana p < 0,005 artinya hipotesis yang diajukan dapat diterima. Selanjutnya diketahui kontribusi motivasi belajar terhadap learning loss sebesar 50,6% sedangkan 49,4% dipengaruhi faktor lain. Diketahui motivasi belajar tergolong rendah dimana mean hipotetik 82 lebih besar dari mean empirik 71,086 dan selisihnya melebihi nilai SD 10,271 dan learning loss tergolong tinggi dimana mean hipotetik 82,5 lebih kecil dari mean empirik 96,3 dan selisihnya lebih dari nilai SD 10,126. This research aims to determine the effect of learning motivation on learning loss after the implementation of Distance Education which occurred for two years. This issue focuses on class VII students at SMPN 3 Tanjung Morawa. This research refers to quantitative methods with regression analysis and uses a Likert scale. The research sample included 70 students. The sampling technique uses simple random sampling, that is sampling from members of the population which is carried out randomly without paying attention to the class in the population. In order to approach this problem, theoretical references from Aritonang (2008) are used on aspects of learning motivation, specifically, persistence in learning, tenacity in facing difficulties, interest and sharp attention, achievement and independence. Meanwhile, learning loss refers to the theory of Budi, et al (2021) with psychological, psychososial aspects, learning difficulties and gaps in access to learning. Based on the results of simple linear regression analysis calculations, it can be seen that there is a significant influence between learning motivation and learning loss with the assumption that the lower the learning motivation, the higher the learning loss, conversely the higher the learning motivation, the lower the learning loss. This result is proven by the value of rxy = 0.711, p = 0.000 where p < 0.005 means that the proposed hypothesis is acceptable. Furthermore, it is known that the contribution of learning motivation to learning loss is 50.6%, while 49.4% is influenced by other factors. It is known that learning motivation is classified as low where the hypothetical mean of 82 is greater than the empirical mean of 71.086 and the difference exceeds the SD value of 10.271 and learning loss is classified as high where the hypothetical mean of 82.5 is smaller than the empirical mean of 96.3 and the difference is more than the SD value of 10.126.