Frida Nora Ayu Basri , Hani Irawati

The Influence of Learning Motivation and Student Perceptions of Teacher Teaching Methods on Biology Learning Outcomes Students on Class X Special Sports (KKO) SMA Negeri 1 Sewon

Introduction

The influence of learning motivation and student perceptions of teacher teaching methods on biology learning outcomes students on class x special sports (kko) sma negeri 1 sewon. Examines how learning motivation and student perceptions of teaching methods positively impact Biology learning outcomes for Class X Special Sports (KKO) students at SMA Negeri 1 Sewon.

Abstract

KKO is a special class for talented students in the field of sports. Biology scores of KKO students at SMA Negeri 1 Sewon are usually low due to fatigue and many sports activities outside of school. This study aims to determine: (1) The effect of learning motivation on the biology learning outcomes of students in class X KKO SMA Negeri 1 Sewon. (2) The effect of student perceptions of teacher teaching methods on the learning outcomes of students in class X KKO SMA Negeri 1 Sewon. This study uses a quantitative approach with a population of X class students. Data were collected through documentation and questionnaires, and analyzed by simple regression. The results showed: (1) Learning motivation has a positive influence on biology learning outcomes with rx|y 0.745 and r2 xy|0.555. (2) Students' perceptions of teachers' teaching methods als2o have a positive effect on biology learning outcomes with rx|y 0,908 and r y 0,824.x|

Review

This study addresses a pertinent and unique educational challenge, investigating factors influencing biology learning outcomes among Special Sports (KKO) students in SMA Negeri 1 Sewon. The research is particularly relevant given the reported low biology scores attributed to fatigue and extensive extracurricular sports commitments within this gifted athletic cohort. The authors clearly delineate their objectives: to determine the individual effects of learning motivation and student perceptions of teacher teaching methods on biology learning outcomes, thereby providing valuable insights into improving academic performance in this specific context. Employing a quantitative approach, the study utilized questionnaires and documentation for data collection from students in Class X KKO. The data were subsequently analyzed using simple regression. The results robustly indicate that both learning motivation and students' perceptions of teacher teaching methods exert a significant positive influence on biology learning outcomes. Specifically, learning motivation showed a substantial positive effect (rx|y 0.745, r-squared 0.555), suggesting it accounts for a considerable portion of the variance in outcomes. Similarly, student perception of teaching methods demonstrated an even stronger positive impact (rx|y 0.908, r-squared 0.824), highlighting its critical role in the learning process for these students. A key strength of this study lies in its focused investigation of a specific, under-researched student demographic, offering valuable context-specific findings. However, a significant methodological point for consideration is the reliance on separate simple regression analyses. Given that both motivation and teaching methods are posited as independent variables influencing the same outcome, a multiple regression approach would likely provide a more comprehensive understanding of their combined and unique contributions, while accounting for potential interrelations. Further clarification on the "population of X class students" would also be beneficial; specifically, whether this refers exclusively to KKO students or a broader cohort within Class X, as the title and problem statement strongly focus on the KKO group. Additionally, while the abstract presents clear findings, a brief discussion on the implications for educational practice or potential future research avenues would enhance its overall impact.

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