THE INFLUENCE OF INTEREST IN LEARNING AND STUDENT DISCIPLINE ON LEARNING OUTCOMES MEDIATED BY LEARNING MOTIVATION (STUDY IN SMPN 197 WEST JAKARTA)
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Keywords:
Interest in learning, Discipline, Learning outcomes, Motivation to learn
Abstract
This study aims to analyse the effect of student interest and discipline mediated by learning motivation to improve student learning outcomes at SMPN 197 West Jakarta. This study is motivated by the important role of motivation in the learning process and how motivation significantly affects student learning outcomes. Learning interest is considered an important factor that encourages students to actively engage in the learning process, while discipline plays an important role in creating a structured and conducive environment for optimal learning. This study examines the extent to which these two factors - learning interest and discipline - can influence students' motivation and subsequently impact on their learning outcomes. Through a quantitative approach, data was collected from students at SMPN 197 West Jakarta using questionnaires and analysed by statistical methods. The results showed a positive correlation between discipline and their learning motivation. the higher the students' discipline level, the higher their learning motivation level. This effect proved to be statistically significant based on the analysed data. The findings confirm that disciplinary behaviour can be an important driver for individuals to maintain and enhance their drive in the learning process. This study provides valuable insights for educators and policy makers to develop strategies that can enhance students' learning experience, focusing on motivation as an important element in educational success.
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References
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Rahman, T., Fauzi, A., & Nurhayati, N. (2020). Peran motivasi dalam memediasi pengaruh minat belajar terhadap prestasi akademik siswa SMA. Jurnal Penelitian Pendidikan, *18*(2), 156-170.
Rahmawati, L., & Prasetyo, D. (2023). Holistic strategies for enhancing intrinsic motivation in STEM education. Journal of Pedagogical Innovation, 10(2), 200-215.
Rotgans, J. I., & Schmidt, H. G. (2019). How interest interventions improve academic achievement: A meta-analysis. Educational Psychology Review, 31(4), 735-755.
Ryan, R. M., & Deci, E. L. (2020). Self-Determination Theory and the Mediating Role of Motivation. Educational Psychology Review.
Saputra, E., & Dewi, S. (2021). Perbedaan motivasi belajar siswa di sekolah perkotaan dan pedesaan. Jurnal Pendidikan dan Kebudayaan, *11*(1), 55-68.
Sari, D. K., et al. (2023). The Interplay of Interest, Discipline, and Motivation in Academic Achievement. International Journal of Instruction.
Schiefele, U. (2017). Interest, learning, and motivation. Educational Psychologist, 26(3-4), 299-323.
Septyanti, E., et al. (2022). Pengaruh Minat Belajar terhadap Hasil Belajar dengan Motivasi sebagai Mediator. Jurnal Psikologi Pendidikan.
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Slameto. (2019). Belajar dan faktor-faktor yang mempengaruhinya. Rineka Cipta.
Sugiyono. (2018). Metode penelitian kuantitatif, kualitatif, dan R&D (Edisi ke-2). Alfabeta.
Sugiyono. (2020). Statistika untuk penelitian (Cetakan ke-3). Alfabeta.
Suryadi, B., Hendriani, W., & Yulianto, A. (2020). Strategi guru dalam meningkatkan motivasi belajar siswa. Jurnal Pendidikan Guru, *5*(2), 90-105.
Widodo, A., & Sudibyo, D. (2021). Peran Kedisiplinan dalam Meningkatkan Hasil Belajar Siswa. Jurnal Pendidikan Indonesia.
Widodo, H. (2018). Tantangan pembelajaran abad 21: Kurikulum vs minat belajar siswa. Jurnal Kajian Pendidikan, *6*(1), 12-25.
Wigfield, A., & Eccles, J. S. (2020). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81.
Zhao, Y., & Watterston, J. (2022). The changes we need: Education post COVID-19. Journal of Educational Change, *23*(1), 4-12.
Arikunto, S. (2018). Prosedur penelitian: Suatu pendekatan praktik (Edisi revisi). Rineka Cipta.
Balitbang Kemendikbud. (2020). Survei disiplin siswa SMP di Indonesia. Kementerian Pendidikan dan Kebudayaan.
Brown, A., & Harris, J. (2019). Digital-era learning: The interplay of motivation and technological literacy in academic achievement. Educational Technology Press.
Chen, L. (2021). Intrinsic interest as a driver of persistent learning: Evidence from Taiwanese high school students. Journal of Educational Psychology, 113(4), 712-728.
Chen, X., et al. (2021). Discipline and Learning Outcomes: The Mediating Effect of Motivation. Journal of Educational Research.
Chen, Y., Wang, H., & Lim, S. (2023). Disciplinary practices in online learning: A comparative study of Malaysian and Indonesian students. Asia Pacific Education Review, 24(1), 89-104.
Damayanti, R. (2020). The mediating role of learning environment in linking discipline to motivation. Indonesian Journal of Educational Research, 15(2), 45-60.
Deci, E. L., & Ryan, R. M. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Fadhilah, N., & Nugroho, A. (2022). Discipline in online learning: Formal compliance vs. genuine motivation. Journal of Distance Education, 18(3), 112-125.
Febriana, R. (2019). Kedisiplinan siswa dan dampaknya terhadap prestasi belajar di Sumatera Barat. Jurnal Manajemen Pendidikan, *7*(1), 78-90.
García, M., Santos, P., & Cruz, R. (2022). Teacher-student interaction as a mediator of disciplinary effects on learning outcomes. Teaching and Teacher Education, 99, 103275.
Ghozali, I., & Latan, H. (2023). Partial least squares: Konsep, teknik, dan aplikasi menggunakan program SmartPLS 3.0 (Edisi ke-3). Badan Penerbit Universitas Diponegoro.
Gulo, W. (2019). Metodologi penelitian (Cetakan ke-2). PT Grasindo.
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2021). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). Sage.
Hidayat, R., & Asrori, M. (2020). Pengaruh kedisiplinan belajar terhadap hasil belajar siswa. Jurnal Pendidikan Indonesia, *9*(3), 112-125.
Hidi, S., & Renninger, K. A. (2020). Interest development and its relation to curiosity: Needed research on emergent motivation. Educational Psychologist, 55(3), 145-158.
Johnson, T., & Smith, R. (2023). A meta-analysis of interest-based motivation in K-12 education. Educational Research Review, 38, 100512.
Jumani, J., & Sukhabot, S. (2021). Structural equation modeling dengan Partial Least Square (PLS): Sebuah tinjauan konseptual. Jurnal Statistika dan Aplikasinya, 15(1), 45-60.
Kementerian Pendidikan dan Kebudayaan. (2022). Laporan hasil ujian nasional SMP DKI Jakarta 2022. Kemendikbud.
Kurniawan, D., & Susanto, A. (2019). Dampak penggunaan gadget terhadap konsentrasi belajar siswa. Jurnal Psikologi Pendidikan, *14*(2), 89-102.
Kurniawan, D., Prasetyo, B., & Suryani, E. (2022). External discipline vs. self-awareness in student motivation: A case study of Indonesian vocational schools. Journal of Motivation Studies, 7(1), 33-48.
Lee, S., & Wijaya, A. (2019). Cross-cultural perspectives on discipline and motivation: Comparing South Korea and Indonesia. International Journal of Comparative Education, 12(2), 78-94.
Liem, G. A., & Chua, B. L. (2023). Metropolitan education disparities: The role of motivation in urban schools. Educational Psychology Review, *35*(1), 45-67.
Muslich, A. (2009). Penelitian kuantitatif: Dasar-dasar dan aplikasi. Bumi Aksara.
Nugraha, A., Setiawan, D., & Wijaya, C. (2023). Evaluasi goodness of fit dalam SEM-PLS: Studi kasus pada penelitian pendidikan. Jurnal Metodologi Penelitian, 8(2), 112-130
Nurhidayah, N. (2019). Direct effects of interest on learning outcomes: Evidence from Indonesian junior high schools. Southeast Asian Journal of Education, 5(2), 55-70.
OECD. (2019). PISA 2018 results: What students know and can do (Volume I). OECD Publishing.
Purnomo, A., Sari, D. P., & Wijaya, A. (2021). Motivasi belajar sebagai mediator antara lingkungan belajar dan hasil belajar siswa. Jurnal Ilmu Pendidikan, *25*(1), 34-48.
Purwanza, S. W., Subagiyo, P., & Djarwanto. (2022). Metode penelitian sosial: Pendekatan kuantitatif dan kualitatif. Penerbit Erlangga.
Putra, A., & Widodo, S. (2021). The limited role of motivation in academic achievement: Evidence from Indonesian high schools. Journal of Educational Studies, 16(1), 1-15.
Rahman, T., Fauzi, A., & Nurhayati, N. (2020). Peran motivasi dalam memediasi pengaruh minat belajar terhadap prestasi akademik siswa SMA. Jurnal Penelitian Pendidikan, *18*(2), 156-170.
Rahmawati, L., & Prasetyo, D. (2023). Holistic strategies for enhancing intrinsic motivation in STEM education. Journal of Pedagogical Innovation, 10(2), 200-215.
Rotgans, J. I., & Schmidt, H. G. (2019). How interest interventions improve academic achievement: A meta-analysis. Educational Psychology Review, 31(4), 735-755.
Ryan, R. M., & Deci, E. L. (2020). Self-Determination Theory and the Mediating Role of Motivation. Educational Psychology Review.
Saputra, E., & Dewi, S. (2021). Perbedaan motivasi belajar siswa di sekolah perkotaan dan pedesaan. Jurnal Pendidikan dan Kebudayaan, *11*(1), 55-68.
Sari, D. K., et al. (2023). The Interplay of Interest, Discipline, and Motivation in Academic Achievement. International Journal of Instruction.
Schiefele, U. (2017). Interest, learning, and motivation. Educational Psychologist, 26(3-4), 299-323.
Septyanti, E., et al. (2022). Pengaruh Minat Belajar terhadap Hasil Belajar dengan Motivasi sebagai Mediator. Jurnal Psikologi Pendidikan.
Shuttleworth, M. (2008). Definition of research. Explorable. https://explorable.com/definition-of-research
Slameto. (2019). Belajar dan faktor-faktor yang mempengaruhinya. Rineka Cipta.
Sugiyono. (2018). Metode penelitian kuantitatif, kualitatif, dan R&D (Edisi ke-2). Alfabeta.
Sugiyono. (2020). Statistika untuk penelitian (Cetakan ke-3). Alfabeta.
Suryadi, B., Hendriani, W., & Yulianto, A. (2020). Strategi guru dalam meningkatkan motivasi belajar siswa. Jurnal Pendidikan Guru, *5*(2), 90-105.
Widodo, A., & Sudibyo, D. (2021). Peran Kedisiplinan dalam Meningkatkan Hasil Belajar Siswa. Jurnal Pendidikan Indonesia.
Widodo, H. (2018). Tantangan pembelajaran abad 21: Kurikulum vs minat belajar siswa. Jurnal Kajian Pendidikan, *6*(1), 12-25.
Wigfield, A., & Eccles, J. S. (2020). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81.
Zhao, Y., & Watterston, J. (2022). The changes we need: Education post COVID-19. Journal of Educational Change, *23*(1), 4-12.
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2025-06-03
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