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All Journal MAGNA MEDICA: Berkala Ilmiah Kedokteran dan Kesehatan
Reliani Reliani
FIK Universitas Muhammadiyah Surabaya, Surabaya
Biochemistry, Genetics & Molecular Biology Health Professions Immunology & microbiology Medicine & Pharmacology Public Health

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The Relationship between Learning Motivation and Learning Achievement in Students Organizing in the Faculty of Health Sciences, Muhammadiyah University of Surabaya Siti Rohmatul Hidayati; Reliani Reliani; Dede Nasrullah; Ekowati Retnaningtyas
MAGNA MEDIKA: Berkala Ilmiah Kedokteran dan Kesehatan Vol 1, No 3 (2016): August
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (523.787 KB) | DOI: 10.26714/magnamed.1.3.2016.31-45

Abstract

Background: The results of interviews of 15 students who have low motivation are because students who are too active in organizations will generally be distracted by organizational activities such as meetings and activities outside of lectures, especially for students who have not been able to manage the time between lectures and the organization so that the consequence is that students One of the reasons for low motivation and learning achievement is that the academic score is not enough, even if it is not passed on time Learning achievement can be influenced by motivation, among others, starting from the stimulus process (stimulation) given to students can be accepted or rejected. If the stimulus is not accepted, it means that the stimulus cannot influence learning achievement. However, if students receive the stimulus well, then there is attention from the student, and the stimulus effectively affects learning achievement. If the stimulus is accepted, students understand this stimulus and proceed to the next process. After that, students process the stimulus so that there is a willingness to learn for the stimulus's sake. Finally, with the support of facilities and encouragement from the environment, the stimulus affects action or changes in student motivation to be more active in learning.Objective: To explore the relationship between learning motivation and learning achievement in students who organize at the Faculty of Health Sciences, University of Muhammadiyah Surabaya (UMSurabaya) the academic year 2014-2015.Methods: Cross-sectional approach to correlational analytic research.Results: The research results of 65 students organized at FIK UMSurabaya academic year 2014-2015 found the right learning motivation, namely as many as 33 (51%). The research results of 65 students organized at FIK UMSurabaya academic year 2014-2015 found outstanding learning achievement, namely 37 (58%).Conclusion: There is a relationship between learning motivation and student learning achievement in organizations at FIK UMSurabaya academic year 2014-2015.
The Influence of Playing with Number Blocks on the Increase in Counting Ability in Class 4 Mental Retardation Children in SDLB/C Aditama Surabaya Zuhrina Irma A’tiana; Reliani Reliani; Mundakir Mundakir; Era Catur Prasetya
MAGNA MEDIKA: Berkala Ilmiah Kedokteran dan Kesehatan Vol 1, No 3 (2016): August
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (715.443 KB) | DOI: 10.26714/magnamed.1.3.2016.1-13

Abstract

Background: The number block is a media that Montessori created in 1909. This block media is made of a wooden square and consists of 10 blocks with red and blue colors. Each red and blue segment represents the sum of 1 block. According to Fridani in Kompas Daily (2010), the block game itself has several advantages, including that children can recognize mathematical concepts because by playing blocks, children get to know more concepts - less, the same and not the same, the concepts of numbers and numbers and science. Such as calculating, classification, gravity, and stabilization.Objective: To determine the effect of number blocks on increasing numeracy skills in mentally disabled childrenMethod: The research design was a pre-experimental design with one group pre-test - a post-test design approachResults: Before being given the intervention to play numeric blocks, most of the ten respondents (59%) had the level of numeracy (analyzing number symbols, addition, and subtraction) in children with mental retardation, which was in the low category. Mental is in the good category for eight respondents (47%), and five respondents (29%) are included in the good category.Conclusion: There is an effect of numeracy skills on children with mental retardation before and after the intervention to play number blocks.
Co-Authors Dede Nasrullah Ekowati Retnaningtyas Era Catur Prasetya Mundakir Siti Rohmatul Hidayati Zuhrina Irma A’tiana