How "influence" do media, facilities, and learning interests influence students' economic learning outcomes?
Keywords:
Economic Learning, Instructional Media, Interest to learn, Learning Facilities, Motivation to learnAbstract
Offering many facilities will encourage students to participate actively in their studies. Therefore, evaluating the adequacy of educational materials to maximize learning outcomes is very important. Student achievement levels will depend on the resources available while recognizing the possible impact of other factors. These elements include family economics, students' encouragement to acquire knowledge, peers, society, and other influences. Extensive facilities are directly related to increased academic achievement among students. However, a lack or shortage of these facilities can hinder learning and cause student achievement to be below standard. This research uses a quantitative methodology to examine the relationship between the media teachers use, available facilities, and students' learning interests. It also explores how these elements impact their motivation and learning outcomes in economics. The data collected in this investigation consisted of primary and secondary data. This study had a sample of 124 participants, 31 class XI students at a private high school in East Java. The findings show a positive relationship between the use of media and learning facilities and the level of learning motivation. However, there is no real relationship between Learning Interest and Learning Motivation. Likewise, there is no direct relationship between learning media, facilities, and learning outcomes. On the other hand, there is a unidirectional relationship between learning interest, learning motivation, and learning outcomes. Furthermore, a significant correlation exists between students' learning preferences and their exposure to learning media. However, the existence of facilities needs to show a positive relationship with students' academic interests.
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