Learning Motivation and Biology Achievement Among 11th-Grade Students: An Analysis of Strengths and Weaknesses at SMA Negeri 1 Idanogawo
DOI:
https://doi.org/10.56207/genbionix.v4i1.937Keywords:
motivation to learn, biology learning outcomes, educational psychology, active learningAbstract
The low level of active student engagement in biology learning and suboptimal learning outcomes are issues that need to be examined empirically. This study aims to describe the level of learning motivation and perceptions of biology learning outcomes, as well as to identify indicators of weaknesses among 11th-grade students at Idanogawo State High School 1. The study employed a descriptive quantitative approach using a 14-item Yes/No questionnaire distributed via Google Forms to 23 valid respondents in May 2026. The data were analyzed using descriptive statistics, including the mean, median, mode, standard deviation, and the percentage of responses per item. The results showed that the average learning motivation score was 5.48 out of a maximum of 6 (91.3%), while the average learning achievement score was 6.78 out of a maximum of 8 (84.8%). A total of 52.2% of students fell into the moderate category and 21.7% into the high category. The strongest motivational factors were found in the awareness of the importance of biology and the earnestness in completing assignments (100%), while the greatest weaknesses were found in independent learning outside of class hours (69.6%) and the willingness to ask questions when unsure (43.5%). Descriptively, there was a consistent pattern between motivation scores and perceptions of learning outcomes, confirming that learning motivation is positively correlated with students’ biology learning outcomes.References
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