PENGARUH MOTIVASI BELAJAR TERHADAP HASIL BELAJAR DENGAN MODERASI GAYA BELAJAR (Systematic Literature Review) - Siti Meila Rahmawati, - (2020)
ABSTRAK Penelitian ini dilatar belakangi oleh capaian hasil belajar siswa SMA Negeri di Kabupaten Sukabumi yang belum optimal. Hasil yang belum optimal ditunjukkan dengan hasil Ujian Nasional (UN) yang belum memuaskan. Tujuan penelitian ini untuk mengetahui 1) gambaran umum dari motivasi belajar, Tingkat keyakinan gaya belajar, dan hasil belajar; 2) pengaruh motivasi belajar terhadap hasil belajar; 3) Tingkat keyakinan gaya belajar memoderasi pengaruh motivasi belajar terhadap hasil belajar berdasarkan penelitian terdahulu secara sistematis . Metode penelitian yang digunakan adalah systematic literature review. Pencarian jurnal relevan dilakukan pada publikasi online diterbitkan antara rentang Tahun 2010-Tahun 2020. Untuk jurnal nasional yang bereputasi S2 (1 jurnal), bereputasi S3 (3 jurnal), bereputasi S4 (3 jurnal), dan bereputasi S5 (1 jurnal). Untuk jurnal internasional yang bereputasi Q1 (1 jurnal), bereputasi Q2 (4 jurnal), bereputasi Q3 (3 jurnal), dan bereputasi Q4 (1 jurnal). Penulis memperoleh 13 jurnal yang telah memenuhi syarat berdasarkan karakteristik pemilihan artikel relevan yang telah ditentukan. Temuan artikel menunjukan bahwa motivasi belajar memiliki pengaruh positif terhadap hasil belajar. Hal ini dikarenakan motivasi belajar dapat mendorong semangat siswa untuk belajar sehingga capaian hasil belajar optimal. Selain itu, ditemukan bahwa siswa dengan kecenderungan gaya belajar visual lebih tinggi kategorinya daripada kecenderungan gaya belajar auditorial dan kinestetik, sehingga tingkat keyakinan gaya belajar auditori siswa tinggi itu akan memperkuat pengaruh motivasi belajar terhadap hasil belajar yang pada akhirnya akan meningkatkan hasil belajar siswa. Kata Kunci: Motivasi Belajar, Tingkat Keyakinan Gaya Belajar, Hasil Belajar Siswa. ABSTRACT This research is motivated by the learning outcomes of SMA Negeri students in Sukabumi Regency which are not yet optimal. Results that are not optimal are indicated by unsatisfactory results of the National Examination (UN). The purpose of this study was to determine 1) general description of learning motivation, the level of belief in learning styles, and learning outcomes; 2) the influence of learning motivation on learning outcomes; 3) The level of belief in learning styles moderates the effect of learning motivation on learning outcomes systematically based on previous research. The research method used is systematic literature review. The search for relevant journals was carried out on online publications published between 2010 and 2020. For national journals with a reputation for S2 (1 journal), with S3 (3 journals), S4 (3 journals), and S5 (1 journal). For international journals with a reputation of Q1 (1 journal), with a reputation of Q2 (4 journals), with a reputation of Q3 (3 journals), and with a reputation of Q4 (1 journal). The author obtained 13 journals that have met the requirements based on the characteristics of the selection of relevant articles that have been determined. The findings of the article indicate that learning motivation has a positive effect on learning outcomes. This is because learning motivation can encourage students' enthusiasm to learn so that the achievement of optimal learning outcomes. In addition, it was found that students with a tendency to visual learning styles were categorized higher than the tendency of auditory and kinesthetic learning styles, so that the level of confidence in students' high auditory learning styles would strengthen the influence of learning motivation on learning outcomes which in turn would improve student learning outcomes. Keywords: Learning Motivation, learning style confidence level, Student Learning Outcomes.