The Motivation and Learning Style of the Students of Civil and Planning Engineering Education Department

Anas Arfandi(1*), Akshari Tahir Lopa(2), Surianto B Mappangara(3), Nurhaedah Nurhaedah(4),

(1) Universitas Negeri Makassar
(2) Universitas Negeri Makassar
(3) Universitas Negeri Makassar
(4) Universitas Negeri Makassar
(*) Corresponding Author



Abstract


The teacher’s plays an important role in teaching and learning process. In the learning process, the teacher's must have the ability in teaching to fit the child's developmental level. The difference in learning style shows the fastest and best way for every individual to be able to absorb an information from outside himself. The purpose of this study are 1) describe the learning type of the students of PTSP FT UNM; 2) elaborate the motivation of the students of PTSP FT UNM; and 3) to explain the effect of the learning type to the motivation of the students of PTSP FT UNM. This research is survey research. The subjects of this study are all students in PTSP FT UNM. Amount 80 samples taken using stratified random sampling. Data were collected by using a structured interview. The data analysed by descriptive and inferential analysis. The result of the research shows that 1) The learning type of student amount 36.25% is in type Kinaesthetic, 33.75% type of Visual learning, and 30.00% who have type of Auditory learning; 2) The learning motivation of the students is Very High at 78.75% but there are 1.25% who have Low Motivation; and 3) The influence of visual learning type is not significant to students 'learning motivation, while the type of and Auditory learning type gives a significant influence on students' learning motivation, while the type of and Auditory learning does not significantly affect the motivation to study students majoring in PTSP FT UNM

Full Text:

PDF

References


Allcock, S. J., & Hulme, J. A. (2010). Learning Styles in the Classroom: Educational Benefit or Planning Exercise?. Psychology Teaching Review, 16(2), 67–79.

Ames, P. C. (2003). Gender and learning style interactions in students’ computer attitudes. Journal of Educational Computing Research, 28(3), 231–244.

Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31(6), 445–457.

Busato, V. V, Prins, F. J., Elshout, J. J., & Hamaker, C. (2000). Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education. Personality and Individual Differences, 29(6), 1057–1068.

Cassidy, S., & Eachus, P. (2000). Learning style, academic belief systems, self-report student proficiency and academic achievement in higher education. Educational Psychology, 20(3), 307–322.

DePorter, B., Reardon, M., & Singer-Nourie, S. (1999). Quantum teaching: Orchestrating student success. Allyn & Bacon.

Duncan, T. G., & McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40(2), 117–128.

Dunn, R., Beaudry, J. S., & Klavas, A. (2002). Survey of research on learning styles. California Journal of Science Education, 2(2), 75–98.

Graf, S., & Lin, T. (2008). The relationship between learning styles and cognitive traits–Getting additional information for improving student modelling. Computers in Human Behavior, 24(2), 122–137.

Grainger, T., & Barnes, J. (2006). Creativity in the primary curriculum.

Hawk, T. F., & Shah, A. J. (2007). Using learning style instruments to enhance student learning. Decision Sciences Journal of Innovative Education, 5(1), 1–19.

Honigsfeld, A., & Dunn, R. (2003). High school male and female learning-style similarities and differences in diverse nations. The Journal of Educational Research, 96(4), 195–206.

Knight, K. H., Elfenbein, M. H., & Martin, M. B. (1997). Relationship of connected and separate knowing to the learning styles of Kolb, formal reasoning, and intelligence. Sex Roles, 37(5), 401–414.

Li, Y., Medwell, J., Wray, D., Wang, L., & Xiaojing, L. (2016). Learning Styles: A Review of Validity and Usefulness. Journal of Education and Training Studies, 4(10), 90–94.

Mappalotteng, M., Hasanah, H., & Kanan, F. (2015). The Development of Programmable logic controller tutorial in the form of industrial-based learning material in vocational high schools. International Journal Of Engineering And Science, 5(5), 49–58.

Orhun, N. (2007). An investigation into the mathematics achievement and attitude towards mathematics with respect to learning style according to gender. International Journal of Mathematical Education in Science and Technology, 38(3), 321–333.

Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459–470.

Slater, J. A., Lujan, H. L., & DiCarlo, S. E. (2007). Does gender influence learning style preferences of first-year medical students? Advances in Physiology Education, 31(4), 336–342.

Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: the synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of Personality and Social Psychology, 87(2), 246.


Article Metrics

Abstract view : 308 times | PDF view : 83 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2017 Anas Arfandi, Akshari Tahir Lopa, Surianto B Mappangara, Nurhaedah Nurhaedah

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.