Perbedaan Motivasi Belajar Siswa SMA Katolik Sint Carolus Kupang Tahun Pelajaran 2024/2025 Ditinjau dari Jenis Kelamin

MUSU, Kasilda Mali (2024) Perbedaan Motivasi Belajar Siswa SMA Katolik Sint Carolus Kupang Tahun Pelajaran 2024/2025 Ditinjau dari Jenis Kelamin. Undergraduate thesis, Universitas Katolik Widya Mandira Kupang.

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Abstract

Thesis title: Differences in Learning Motivation Among Catholic High School Students at Sint Carolus Kupang for the 2024/2025 Academic Year Based on Gender. The problem addressed in this study is whether there are differences in learning motivation among Catholic high school students at Sint Carolus Kupang for the 2024/2025 academic year based on gender. The purpose of this study is to determine the differences in learning motivation among students at Catholic High School Sint Carolus Kupang in the 2024/2025 academic year, as viewed from gender. The type of research used is quantitative research with a comparative approach. The variable in this study is learning motivation. The population in this study consists of 107 students in grades X and XI, and the sample size is 47 students. The sampling technique used is proportionate stratified random sampling. The data collection tool is a questionnaire. The data analysis technique used is the independent samples t-test. The analysis results show that the female group has an average learning motivation score of 116.57, while the male group has an average learning motivation score of 106.18, with a significance level of 0.001 (p < 0.05). The results of the data analysis indicate that there is a difference in learning motivation among students at Sint Carolus Catholic High School in Kupang for the 2024/2025 academic year based on gender. Based on the results of the study, the researchers made the following recommendations: a) School principals are expected to pay attention to and create a supportive school environment that provides equal opportunities for both male and female students to improve their learning potential and motivation. b) Subject teachers are expected to design more inclusive and effective learning strategies that can meet the learning needs of both male and female students. c) Guidance and counseling teachers are expected to be more active in providing counseling services specifically designed to improve student learning by addressing factors that influence their learning motivation. d) Students are expected to be more active in participating in the learning process and to always be motivated to achieve their goals to the fullest extent possible. e) Researchers are expected to conduct more in-depth follow-up research, with an emphasis on the implications for guidance and counseling.

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