Proceedings of the 1st International Conference on Vocational Education And Training (ICOVET 2017)

Growing Motivation Learning of Matrix Through Peer Tutoring Learning

Authors
Dila Umnia Soraya
Corresponding Author
Dila Umnia Soraya
Available Online November 2017.
DOI
https://doi.org/10.2991/icovet-17.2017.29How to use a DOI?
Keywords
peer tutoring, matrix, motivation, vocational
Abstract
The research aims to describe the level of student motivation in learning matrix through peer tutoring learning. The concept of a matrix is very important in the field of informatics engineering because it is necessary to create computer programs, so the student must be serious and careful in understanding the matrix material. With a fun learning model, learning motivation will grow and students become easier to absorb the material. Given the importance of motivation to learn and achievement of students, lecturers should always innovate in the method and model of teaching. One of the innovative learning models that can be applied by lecturers in developing the motivation to learn the mathematics of students is by peer tutoring learning. The subjects of the study were all students of S1 Program of Informatics Engineering Education, State University of Malang Year 2016 Class which amounted to 4 classes, each offering consists of approximately 30 students. Total subjects of research are as many as 125 students. Data collection techniques using questionnaires with Likert scale 4 alternative answers, 1) Strongly disagree, 2) Less agree, 3) Agree, and 4) Strongly agree. A questionnaire created with Google Form feature, distributed and socialized to all offerings. Data analysis using descriptive statistical techniques, score calculations and percentages with the help of software SPSS and Microsoft Excel. The result of research mentioned that 86% of students are motivated to learn Matrix material by using peer tutoring learning. Intrinsic motivation is 87%, extrinsic motivation is 85%. Coverage of intrinsic motivation indicators, needs (84%), interest (87%), curiosity (91%), and pleasure (87%). While extrinsic motivation indicator that is clarity of learning objectives (80%) and prize (89%).
Open Access
This is an open access article distributed under the CC BY-NC license.

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TY  - CONF
AU  - Dila Umnia Soraya
PY  - 2017/11
DA  - 2017/11
TI  - Growing Motivation Learning of Matrix Through Peer Tutoring Learning
BT  - Proceedings of the 1st International Conference on Vocational Education And Training (ICOVET 2017)
PB  - Atlantis Press
SP  - 133
EP  - 137
SN  - 2352-5398
UR  - https://doi.org/10.2991/icovet-17.2017.29
DO  - https://doi.org/10.2991/icovet-17.2017.29
ID  - UmniaSoraya2017/11
ER  -