Article Per Year (5 Year)
p-Index From 2019 - 2024
0.23
P-Index
This Author published in this journals
All Journal Journal of Mechanical Engineering Education (Jurnal Pendidikan Teknik Mesin)
Rizky Eka Subagja
Universitas Pendidikan Indonesia
Education Mechanical Engineering

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
THE INFLUENCE OF ONLINE LEARNING VIA WHATSAPP ON STUDENTS’ LEARNING MOTIVATION IN PMKR SUBJECT Rizky Eka Subagja; Amay Suherman; Yusep Sukrawan
Journal of Mechanical Engineering Education Vol 8, No 2 (2021): Desember 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jmee.v8i2.41022

Abstract

Online learning as a concept certainly has several variables, one of which is student learning motivation. This study aims to determine how much influence caused by online learning via WhatsApp on students' learning motivation and to find out whether online learning has a significant effect and has a positive or negative relationship on students' learning motivation. The author raised the topic of this study after conducting a survey to 15 students and seeing the facts in the form of learning outcomes which indicated a lack of student motivation in online learning. The design of this study used a mix method approach. Data collection techniques use a questionnaire, observation, interview and data analysis using simple linear regression analysis. The results showed that online learning via WhatsApp had a significant influence and had a positive relationship on students' learning motivation, as well as an influence of 55,7% on students' learning motivation, 60.6% on students' desire to carry out learning activities, 30.4% on students' interest in learning activities, 25.7% on encouragement of students to carry out learning activities, 15.2% of the needs of students to carry out learning activities, 8.2% of the students' expectations to achieve their goals, 17.6% of students' desire to achieve their goals, 28.8% of self respect, 18.7% to the attractiveness of learning activities, by 28.3% to the conduciveness of the learning environment.
Co-Authors amay suherman