Learning Motivation of Science Education Students on Biochemical Learning Outcomes: Profile and Correlation

Authors

  • Dea Santika Rahayu Department of Science Education, Faculty of Teacher Training and Education, Universitas Tidar http://orcid.org/0000-0002-0305-4106
  • Setia Rahmawan Department of Chemistry Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Kalijaga Yogyakarta http://orcid.org/0000-0001-5865-4785
  • Ayu Lestari Department of Science Education, Faculty of Teacher Training and Education, Universitas Tidar
  • Ismun Nisa Nadhifah Department of Science Education, Faculty of Teacher Training and Education, Universitas Tidar
  • Paskalia Pradanti Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Tidar

DOI:

https://doi.org/10.24235/sc.educatia.v12i1.13261

Keywords:

Correlation, Learning outcomes, Motivation, Self-determination theory

Abstract

Learning motivation is an important aspect that can encourage students to carry out learning. Self-Determination Theory assumes that individuals have basic psychological needs to develop and learn which include competence, relatedness, and autonomy. This study aims to characterize student learning experiences in the affective aspect (motivation) related to learning outcomes (Theory and Practicum). The researchers used the descriptive correlation research design to describe students' motivation profiles and provide an overview of the relationship between chemistry learning motivation and learning outcomes in Biochemistry courses (Theory and Practicum). The data was collected using the AMS-Chemistry instrument, which was analyzed through descriptive statistics and Pearson correlation analysis. The AMS-Chemistry consists of a motivation subscale, extrinsic motivation, and intrinsic motivation, which are spread into 28 statements, which was validated and reliable. The research subjects used 40 students from a total population of 118 people. Overall, the motivation profile to learn chemistry in science education students on the amotivation subscale tends to disagree, extrinsic motivation with a tendency to agree, and the subscale of intrinsic motivation with a tendency to strongly agree. Student learning outcomes in Biochemistry (Theory) courses have a significant relationship with extrinsic motivation (external regulation, introjected regulation, identified regulation) and intrinsic motivation (to know, to experience), while in Biochemistry (Practicum) has a significant relationship with motivation extrinsic (identified regulation) and intrinsic motivation (to know, to accomplish, to experience). This finding is a reflection that can be used as a reference in developing further learning.

Author Biography

  • Dea Santika Rahayu, Department of Science Education, Faculty of Teacher Training and Education, Universitas Tidar
    Long life learner

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Published

2023-06-30

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Vol. 12 No. 1 (2023): June 2023

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