The Influence of Positive Discipline, Differentiated Instruction Strategies, and Learning Motivation on the Learning Outcomes of Buddhist Religious Education

Authors

  • Chandra Chandra Sekolah Tinggi Agama Buddha Nalanda, Jakarta, Indonesia
  • Ida Ayu Gde Yadnyawati Sekolah Tinggi Agama Buddha Nalanda, Jakarta, Indonesia
  • Alexander Candra Sekolah Tinggi Agama Buddha Nalanda, Jakarta, Indonesia

DOI:

https://doi.org/10.58344/jws.v3i1.530

Keywords:

Positive Discipline, Differentiated Learning Strategies, Learning Motivation, Learning Outcomes

Abstract

This study aims to examine and understand the influence of positive discipline, differentiated instruction strategies, and learning motivation on the learning outcomes of Buddhist Religious Education students at Maitreyawira Private High Schools throughout Indonesia. This research uses a quantitative method. Data collection was conducted by distributing questionnaires consisting of positive discipline variables, differentiated instruction strategies, learning motivation, and learning outcomes using multiple linear regression analysis techniques. The total sample taken was 92 students from Maitreyawira Private High Schools across Indonesia (Palembang, Batam, Deli Serdang, Tanjung Pinang, Jakarta, and Kisaran) out of a total population of 1,089. The results of this study show that by comparing the values of tcount > ttable (2.687 > 1.662), positive discipline has a partial positive and significant effect on the Buddhist education learning outcomes of Maitreyawira High School students; Furthermore, looking at the comparison of tcount > ttable (2.162 > 1.662), the differentiated instruction strategies have a partially positive and significant effect on the Buddhist Education learning outcomes of Maitreyawira High School students; with a comparison of tcount > ttable (7.280 > 1.662), learning motivation has a partially positive and significant effect on the Buddhist Education learning outcomes of Maitreyawira High School students; and the results of the f test where fcount > ftable (64.881 > 2.71) shows that positive discipline, differentiated instruction strategies and learning motivation have a positive and significant effect simultaneously on learning outcomes.

References

Cholilah, M., Tatuwo, A. G. P., Rosdiana, S. P., & Fatirul, A. N. (2023). Pengembangan Kurikulum Merdeka Dalam Satuan Pendidikan Serta Implementasi Kurikulum Merdeka Pada Pembelajaran Abad 21. Sanskara Pendidikan Dan Pengajaran, 1(02), 56–67.

Chotimah, M., & Oktarina, N. (2019). Pengaruh Penerapan Moving Class, Disiplin Belajar, dan Peran Guru Terhadap Hasil Belajar. Economic Education Analysis Journal, 8(2), 731–742. https://doi.org/10.15294/eeaj.v8i2.31504

Glassman, M., & Kang, M. J. (2016). Teaching and learning through open source educative processes. Teaching and Teacher Education, 60, 281–290. https://doi.org/https://doi.org/10.1016/j.tate.2016.09.002

Iskandar, D. (2021). Peningkatan Hasil Belajar Siswa pada Materi Report Text Melalui Pembelajaran Berdiferensiasi di Kelas IX.A SMP Negeri 1 Sape Tahun Pelajaran 2020/2021. Jurnal Pendidikan Dan Pembelajaran Indonesia (JPPI), 1(2), 123–140. https://doi.org/10.53299/jppi.v1i2.48

Jamil, I. M. (2016). Faktor-faktor yang mempengaruhi prestasi belajar anak. Jurnal Ilmiah Pendidikan Anak (JIPA), 1(1).

Kamal, S. (2021). Implementasi Pembelajaran Berdiferensiasi dalam Upaya Meningkatkan Aktivitas dan Hasil Belajar Matematika Siswa Kelas XI MIPA SMA Negeri 8 Barabai. Julak: Jurnal Pembelajaran Dan Pendidik, 1(2807–5536), 89–100.

Novianty, R. (2020). Pengaruh Disiplin Belajar terhadap Hasil Belajar Mahasiswa Pada Mata Kuliah Metodologi Penelitian. Ekspose: Jurnal Penelitian Hukum Dan Pendidikan, 18(2), 828–840. https://doi.org/10.30863/ekspose.v18i2.483

Prasetyo, F., & Dasari, D. (2023). Studi Literatur: Identifikasi Kecemasan Matematika dan Motivasi Belajar Terhadap Hasil Belajar Matematika Siswa. RANGE: Jurnal Pendidikan Matematika, 4(2), 240–253. https://doi.org/10.32938/jpm.v4i2.3649

Ratna, Zulfadli, Vlorensius, & Fatmawati. (2022). Hubungan Kemandirian Belajar Dan Motivasi Belajar Dengan Hasil Belajar Biologi Siswa Kelas XI Lintas Minat Di Sma Hang Tuah Tarakan. Biopedagoga, 4(1), 18–44.

Schweder, S., & Raufelder, D. (2024). Does changing learning environments affect student motivation? Learning and Instruction, 89, 101829. https://doi.org/https://doi.org/10.1016/j.learninstruc.2023.101829

Siahaan, chrisman darianto, & Pramusinto, H. (2018). Pengaruh Disiplin Belajar, Lingkungan Sekolah, Dan Fasilitas Belajar Terhadap Hasil Belajar. Economic Education Analysis Journal, 7(1), 279–285.

Sobri, M. (2020). Kontribusi kemandirian dan kedisiplinan terhadap hasil belajar. Guepedia.

Strelan, P., Osborn, A., & Palmer, E. (2020). The flipped classroom: A meta-analysis of effects on student performance across disciplines and education levels. Educational Research Review, 30, 100314. https://doi.org/https://doi.org/10.1016/j.edurev.2020.100314

Supriani, Y., Ulfah, U., & Arifudin, O. (2020). Upaya Meningkatkan Motivasi Peserta Didik Dalam Pembelajaran. Jurnal Al-Amar: Ekonomi Syariah, Perbankan Syariah, Agama Islam, Manajemen Dan Pendidikan, 1(1), 1–10.

Suprianto, M. (2018). Upaya-Upaya Strategis Peningkatan Kualitas Guru Pendidikan Agama Islam Dan Prestasi Belajar Siswa di SMP IT Al-Qalam Manna Bengkulu SELATAN. Annizom, 3(2).

Suwartiningsih, S. (2021). Penerapan Pembelajaran Berdiferensiasi untuk Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran IPA Pokok Bahasan Tanah dan Keberlangsungan Kehidupan di Kelas IXb Semester Genap SMPN 4 Monta Tahun Pelajaran 2020/2021. Jurnal Pendidikan Dan Pembelajaran Indonesia (JPPI), 1(2), 80–94. https://doi.org/10.53299/jppi.v1i2.39

Swandewi, N. P. (2021). Implementasi strategi pembelajaran berdiferensiasi dalam pembelajaran teks fabel pada siswa kelas vii h smp negeri 3 denpasar. Jurnal Pendidikan Deiksis, 3(1), 53–62.

Utomo, D. K., Oktarisa, Y., & Denny, Y. R. (2022). Pengaruh Model Problem Based Learning terhadap Motivasi Belajar dan Hasil Belajar Fisika Peserta Didik SMA pada Materi Medan Magnet. Prosiding Seminar Nasional Pendidikan Fisika (Sendikfi) Untirta, 4(1), 20–27.

Downloads

Published

2024-01-31

How to Cite

Chandra, C., Gde Yadnyawati, I. A. ., & Candra, A. . (2024). The Influence of Positive Discipline, Differentiated Instruction Strategies, and Learning Motivation on the Learning Outcomes of Buddhist Religious Education. Journal of World Science, 3(1), 79–92. https://doi.org/10.58344/jws.v3i1.530