Hubungan Antara Tipe Kepribadian dengan Motivasi Belajar Siswa Kelas X SMA Katolik Giovanni Kupang Tahun Pelajaran 2024/2025

DA, Maria Silvani Kupu (2025) Hubungan Antara Tipe Kepribadian dengan Motivasi Belajar Siswa Kelas X SMA Katolik Giovanni Kupang Tahun Pelajaran 2024/2025. Undergraduate thesis, Universitas Katolik Widya Mandira Kupang.

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Abstract

This study is entitled "The Relationship between Personality Types and Learning Motivation of Grade X Students at SMA Katolik Giovanni Kupang in the Academic Year 2024/2025." The problem addressed in this study is whether there is a relationship between personality types and the learning motivation of Grade X students at SMA Katolik Giovanni Kupang in the academic year 2024/2025. The purpose of this study is to determine the relationship between personality types and the learning motivation of Grade X students at the school. This research is a quantitative study with an independent variable (X), namely personality types, and a dependent variable (Y), namely learning motivation. The population of this study consisted of 342 Grade X students, with a sample of 75 students selected proportionally. The data collection technique used was a closed questionnaire, while the data analysis was carried out using the Product Moment correlation formula with the assistance of SPSS version 26 for Windows. The results of the study indicate that there is a low but significant relationship between personality types and students’ learning motivation, with a correlation coefficient value of r = -0.358 which means it has a low level of relationship and significance p = 0.002 (p < 0.05), which means the null hypothesis (H₀) is rejected and the alternative hypothesis (Hₐ) is accepted. Based on the research findings, the researcher offers several suggestions: (a) Principals are expected to create a learning environment that is friendly to all student personality types, for example by providing adequate learning facilities, arranging classrooms according to student needs, and xii holding activities that encourage motivation and enthusiasm for learning. (b) Guidance and counseling teachers are expected to provide individual counseling services according to the needs of both introverted and extroverted students, and to guide them to realize the importance of motivation in learning. (c) Subject teachers are advised to understand the differences in student personality types and adjust their teaching methods so that each student feels motivated to learn. For example, providing presentation opportunities for extroverted students, giving independent assignments for introverted students, and using a variety of learning methods that make all students more enthusiastic about learning. (d) Students are advised to recognize their personality types and adjust their learning methods, such as independent study for introverts and group discussions for extroverts, to increase learning motivation.

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