Pengaruh Konsep Diri dan Disiplin Belajar terhadap Motivasi Belajar Peserta Didik di Sekolah Menengah Pertama Negeri 4 Palu Pada Mata Pelajaran Pendidikan Agama Islam

The purpose of this study is to find out the significant effect of self-concept on learning motivation of VII grade students in SMP Negeri 4 Palu on Islamic Religious Education subjects, (2) knowing the effect of learning discipline on learning motivation of VII grade students at SMP Negeri 4 Palu in the eyes of Islamic Religious Education subjects and (3) determine the effect of self-concept and learning discipline on learning motivation of grade VII students in SMP Negeri 4 Palu on Islamic Religious Education subjects. This study uses a quantitative approach. The population in this study were 220 class VII students of SMP Negeri 4 Palu. The sample was determined using proportional random sampling technique using a formula developed by Isaac and Michael, so that a sample of 135 students was obtained. Primary data were obtained using a questionnaire. Data analysis techniques include descriptive analysis, and regression tests using simple regression and multiple regression. The results showed that (1) There was a significant influence between self-concept on learning motivation of VII grade students in SMP Negeri 4 Palu on Islamic Religious Education subjects, with a significance level of 5%, the magnitude of the effect of self-concept variables on students' learning motivation was 0, 615 means having a high influence (2) There is a significant influence between learning discipline on learning motivation of VII grade students in SMP Negeri 4 Palu on Islamic Religious Education subjects, with a significance level of 5%, the magnitude of the effect of the discipline of learning variables on motivation student learning is 0, 565, (3) There is a significant influence between self-concept and learning discipline on learning motivation of grade VII students in SMP Negeri 4 Palu on Islamic Religious Education subjects, with a significance level of 5%, the high influence of concept variables self and discipline of learning towards learning motivation of VII grade students of SMP Nege ri 4 Palu in Islamic Religious Education subjects is 0, 615. The contribution of self-concept variables and learning discipline to learning motivation variables is R2 x 100% or 0, 6152 x 100% = 37.9%, the remaining 62.1% is determined by other variables outside of this study include the level of interest, talent, attention, parenting parents and others.

Relationship Between Teacher Interaction and Academic Achievement of Students at Secondary Level

Classroom is the most important place in the educational institutions. It is the focal point of all learning activities. This study was designed to investigate the interaction between teachers and students, and students to students within the classroom. This study started with the review of the literature; many studies were found which have analyzed different aspects of classroom life. A need was fell to see the relationship between teachers'' verbal interaction and students'' academic achievement. The population of this study consisted of all secondary level science teachers of government high schools in Bahawalpur. A sample of 45 science teachers was purposively selected and their intact classes (405 students) were also taken as a part of the sample. The major objectives of the study were to explore the time spent on each component of verbal interaction in teaching of science through the analysis of classroom interaction at secondary level, and to find out the relationship between teacher interaction and academic achievement of students. Seven research questions about lime spent in each component of interaction, relationship between interaction and academic achievement, and the effect of different types of interactions on the levels of learning of students, were formulated to address these objectives. A sixteen category observation schedule was used to analyze teacher student interaction in the classroom. In a typical setting of the classroom there were a number of ways of interaction but the most significant among them was the teacher student interaction. Although, theoretically, teachers have a large number of teaching methodologies on their disposal but in real settings it was revealed that most of the teachers, in the sample used, typical lecture method mixed with inductive or deductive reasoning. As patterns of teaching are concerned, it was found that most of the classroom lime was xvdevoted to talk, Most of the talk time was consumed by the teacher. Most of the talk time was spent in direct talk i.e. lecturing, questioning-answering, giving directions. Demonstrations, students’ questions, acceptance of students’ feelings and using the ideas of students were given less time in teacher student interaction. It was concluded that the academic achievement of the students is directly influenced by teachers’ talk time devoted for one component or the other in their respective classrooms. The interaction between students and teachers was analyzed to find out different aspects according to the classroom dynamics. lire correlation between teacher interaction''s aspects and the academic achievement of students'' was calculated. The results of the correlations showed that lectures of the teachers enhanced students’ knowledge level’s academic achievement while question answers were more correlated to higher level’s learning. Student-student talk other than question-answer had been negatively correlated with students’ academic achievements. In the end it was concluded that it is not necessary to divide classroom time 50:50 among teacher and students but proper utilization of time is more important. Some recommendations are given in end especially for the teachers that they may be able to focus on students’ higher level learning through a better interaction in their classrooms.