Contribution of School Environment to Student Learning Motivation in Social Studies Subjects at SMP Negeri 2 Secanggang, Karang Anyar Village

2024-08-13T15:46:30+00:00

Students learn, change attitudes, and develop life skills inside and outside school by following and obeying the rules in structured education. This study was conducted to analyze and find out what factors affect student motivation to learn social studies and to know the role and contribution of the school environment to student learning motivation. This study uses a descriptive qualitative method, the sampling technique of which is purposive sampling, to determine the research sample. For data collection techniques used are library research and field research, including observation, interviews, and documentation. The results showed that the school environment influences student learning motivation to facilitate the teaching and learning process. Physical factors, such as classroom facilities and cleanliness, affect children's sense of comfort and safety in the school environment. Social interactions between learners, teachers, and education personnel are part of the school environment, which is very important in fostering harmony, collaboration, and a sense of unity in the school community, ultimately impacting students' academic drive. Teacher factors include teaching methods and exemplary school atmosphere and conditions, school friends (classmates), student health, talents possessed by each student, facilities, and infrastructure, completeness of learning tools and media, and family support, which all affect student learning motivation. The presence of complete facilities improves the quality of social studies learning, qualified teachers, a comfortable and clean school environment, and encouragement and motivation from social studies teachers.

Teacher Perceptions of the Implementation of Merdeka Belajar Curriculum at SMA Negeri 3 Padang

2024-11-18T15:25:57+00:00

The Merdeka Curriculum is a curriculum with diverse intracurricular learning, the content will be more optimal so that students have enough time to explore concepts and strengthen competencies. The purpose of this study was to determine teacher perceptions of the Merdeka Curriculum at SMA Negeri 3 Padang, namely planning, implementation and evaluation processes. This research is a quantitative descriptive study using population research. Sampling using the total sampling technique with 65 respondents who implemented the Merdeka Curriculum at SMA Negeri 3 Padang. The data collection technique used in this study was a questionnaire. The validity test of the research instrument is based on logical validity and emipirs while the reliability test uses the Cronbach's Alpha technique with a reliability coefficient value> 0.7. The results of this study indicate that: (1) teachers' perceptions of the Merdeka Curriculum in SMA Negeri 3 Padang are in the well implemented category (97%); (2) teachers' perceptions of the preparation of the Merdeka Curriculum in SMA Negeri 3 Padang are in the very well implemented category (97%); (3) teachers' perceptions of the implementation of the Merdeka Curriculum learning in SMA Negeri 3 Padang are in the well implemented category (95.4%); (4) teachers' perceptions of the Merdeka Curriculum assessment process in SMA Negeri 3 Padang are in the very well implemented category (84.6%).

PAKAR Pendidikan

Contribution of School Environment to Student Learning Motivation in Social Studies Subjects at SMP Negeri 2 Secanggang, Karang Anyar Village

Teacher Perceptions of the Implementation of Merdeka Belajar Curriculum at SMA Negeri 3 Padang