The relationship between learning motivation and learning outcomes of grade V students of SD Negeri Kupang 03
DOI:
https://doi.org/10.35335/cendikia.v16i5.7098Keywords:
Elementary school students, Learning motivation, Learning outcomesAbstract
This study investigated the relationship between learning motivation and learning outcomes among fifth-grade students at SD Negeri Kupang 03, where low classroom participation, limited enthusiasm, and many scores below the Minimum Completeness Criteria (KKM) were identified as key educational issues. The study applied a quantitative approach with a correlational design. From a population of 102 students, 28 fifth-grade students were selected through purposive sampling. Data collection was carried out using a closed-ended questionnaire to assess learning motivation and documentation of Mid-Semester Test scores to measure learning outcomes. The data were analyzed using Pearson’s Product Moment correlation test. The results revealed a positive and statistically significant relationship between learning motivation and learning outcomes (rxy = 0.642), which was higher than the rtable value of 0.374 at the 5% significance level. The correlation was categorized as strong, indicating that students with higher learning motivation tend to achieve better academic outcomes. These findings highlight the importance of fostering motivation to improve students’ academic performance.
References
A.M. Sardiman. (2018). Interaksi dan Motivasi Belajar Mengajar. Rajawali Press.
A, D. H. S., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. https://www.sciencedirect.com/science/article/abs/pii/S0361476X19304370?via%3Dihub
Anggraeni, D., Wardani, D. K., & Noviani, L. (2024). Self-Regulated Learning, Grit, and Learning Motivation in Developing Learning Achievement: A Review. Formosa Journal of Multidisciplinary Research (FJMR), 3(1), 135–148. https://doi.org/https://doi.org/10.55927/fjmr.v3i1.7908
Anitra, R. (2024). Analysis of Social Studies Learning Outcomes of Elementary School Students Based on Learning Motivation. Jurnal Pendidikan Dasar Indonesia, 3(4), 175–187. https://doi.org/https://doi.org/10.51574/judikdas.v3i4.1373
Anni Attika Robbi, Gusnardi, S. (2020). Analysis of the Effect of Learning Motivation on Learning Achievement. Journal of Educational Sciences, 4(1), 106–115. https://doi.org/https://doi.org/10.31258/jes.4.1.p.106-115
Caixia, L., Bakar, Z. A., & Qianqian, X. (2025). Self-Regulated Learning and Academic Achievement in Higher Education?: A Decade Systematic Review. International Journal of Research and Innovation in Social Science, IX(2454), 4488–4504. https://doi.org/10.47772/IJRISS
E.S Wahyuni. (2020). Evaluasi Pembelajaran. Deepublish.
Fatima, Q. (2023). Influence Of Motivation On Academic Performance?: Elementary School Students ’ Perspective. Journal of Positive School Psychology, 7(4), 1606–1613.
Ge, W., Wang, Z., Wang, P., & Wang, B. (2025). SRLAgent: Enhancing Self-Regulated Learning Skills through. Proceedings of Preprint, 1(1). https://www.themoonlight.io/paper/e0b75615-119a-4acf-889a-74143356fec0
Hamzah B. Uno. (2016). Teori Motivasi dan Pengukurannya: Analisis di Bidang Pendidikan. Bumi Aksara.
Ivylentine Datu PalittinWihelmus Wolo, R. P. (2019). Hubungan Motivasi Belajar dengan Hasil Belajar Siswa. Magistra: Jurnal Keguruan Dan Ilmu Pendidikan, 6, 101–109. https://media.neliti.com/media/publications/477757-none-4025a702.pdf
Joshua L. Howard, Julien S. Bureau, Frédéric Guay, Jane X.Y. Chong, R. M. R. (2021). Student Motivation and Associated Outcomes: A Meta-Analysis from Self-Determination Theory. Perspectives on Psychological Science, 33(3), 1–36.
Kaliisa, R., & Saqr, M. (2024). Have Learning Analytics Dashboards Lived Up to the Hype?? A Systematic Review of Impact on Students ’ Achievement , Motivation , Participation and Attitude Kamila Misiejuk Sonsoles López-Pernas Mohammad Khalil 1 INTRODUCTION. LAK ’24: Proceedings of the 14th Learning Analytics and Knowledge Conference, 295–304. https://doi.org/h?ps://doi.org/10.1145/3636555.3636884
Koce, J., Judijanto, L., Al-fiqri, Y., & Ima, W. (2025). The Effect of Academic Resilience and Self-Regulated Learning on Students ’ Social Studies Learning Outcomes. International Electronic Journal of Elementary Education, 17(4), 529–539. https://doi.org/10.26822/iejee.2025.397
Kompri. (2016). Motivasi Pembelajaran Perspektif Guru dan Siswa. Remaja Rosdakarya.
Lawrence, O. B., Chang, M., & Lawrence, A. B. (2026). Effects of Academic Self-Regulatory Behaviors and Attention Difficulties on Reading Achievement of First-Grade Students. Education Sciences, 16(1), 42. https://doi.org/https://doi.org/10.3390/educsci16010042
Magdalena, C., & Alcívar, M. (2021). Motivation and its Importance in the Classroom Learning Process and Teaching. 7(4), 148–154.
R. Wahab. (2015). Psikologi Belajar (Raja Grafi).
Retno Purwitasari, Mardi, A. M. M. (2023). Improving Learning Achievement Through Interpersonal Intelligence and Self-Regulated Learning. Nternational Journal of Multidisciplinary Research and Literature, 2(1), 98–104. https://doi.org/https://doi.org/10.53067/ijomral.v2i1
Sri, K., Ulandari, S., Dibia, I. K., Sudana, D. N., & Pgsd, J. (2014). Hubungan antara Motivasi Belajar dengan Prestasi Belajar Siswa SD Kelas V Semester Ganjil di Desa Buruan. Jurnal Mimbar PGSD Universitas Pendidikan Ganesha, 2(1).
Sugiono. (2022). Metode Penelitian Kuantitatif, Kualitatif, dan R&D.
Sui, C., Yen, M., & Cha, C. (2024). Investigating Effects of Perceived Technology-enhanced Environment on Self-regulated Learning: Beyond P-values. Education and Information Technologies, 29(1), 161–183. https://doi.org/https://doi.org/10.1007/s10639-023-12270-x
Syah, M. (2009). Psikologi Belajar. Rajawali Press.
Wulandari, P. P., Sutapa, P., & Apriyanto, G. E. (2023). Content Validity of Fun Relay Learning Model and Observation of Cognitive , Affective , Psychomotor Aspects of Elementary School Students. 11(6), 1277–1286. https://doi.org/10.13189/saj.2023.110611
Zhao, Z., Ren, P., & Yang, Q. (2024). Student self-management, academic achievement: Exploring the mediating role of self- efficacy and the moderating influence of gender—insights from a survey conducted in 3 universities in America. Journal of Integrated Social Sciences and Humanities, 1(1), 1–12. https://doi.org/https://doi.org/10.62836/jissh.v1i1.159
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Dina Chrisnawati, Ridha Sarwono, Atrianing Yessi Wijayanti
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
