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Exploring the Correlation between Motivation and Self-Regulation in Science Learning among Junior High School Students: A Case Study

Unnes Science Education Journal · Vol. 13 No. 1 (2024) · hlm. 20–32

DOI
10.15294/usej.v13i1.593
ISSN
2502-6232, 2252-6617
Terbit
2024-05-31
Penerbit
Universitas Negeri Semarang
Bahasa
eng

Abstrak

A student's motivation influences students' self-regulatory abilities, and significantly impacts their attitude towards scientific concepts, contributing to a more enriched and successful learning experience. This research explores the correlation between motivation and self-regulation in science learning among junior high school students. The research methodology employed in this study adopts a quantitative approach with a survey research design. This research found that the average learning goal orientation is 4.12, task value is 3.97, and self-efficacy is 3.75. The total average for the dimensions of motivation and self-regulation is 3.95 and 3.89 respectively. These scores indicate that the motivation and self-regulation in science learning among junior high school students are categorized at a high level. Furthermore, there is a significant correlation between motivation dimensions (learning goal orientation, task value, and self-efficacy) and self-regulation in science learning. Based on the students’ answers to open-ended questions, they are motivated to learn science because learning science is interesting and fun. Meanwhile, students who feel unmotivated to learn science find it challenging, especially when dealing with formulas and calculations. However, despite the lessons' difficulty, students still try to study because most of them desire to achieve good grades in science lessons.

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  • Indonesia University of Education
  • Universiti Sains Malaysia
  • National University of Malaysia
  • Marmara University
  • University of Technology Malaysia
  • North Carolina State University
  • Afiliasi tidak diketahui
  • Organisasi berbeda
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Rekan penulisOrganisasiArtikel bersama
Bambang SupriatnoIndonesia University of Education3
Eka Cahya PrimaIndonesia University of Education2
Bambang SupritanoAfiliasi tidak diketahui2
Riandi RiandiIndonesia University of Education2
Fitriyyatul MuslihahAfiliasi tidak diketahui2
Muhammad Fahriza AmriIndonesia University of Education1
Maslawati Bt. MohamadNational University of Malaysia1
Tengku IdrisIndonesia University of Education1
Topik HidayatIndonesia University of Education1
Mustafa ÇakirMarmara University1
Nur Jahan AhmadUniversiti Sains Malaysia1
Nooraida YakobUniversiti Sains Malaysia1
Muhammad Abd Hadi BunyaminUniversity of Technology Malaysia1
W. H. AkmalAfiliasi tidak diketahui1
Fransisca SudargoIndonesia University of Education1
A. FitrianiAfiliasi tidak diketahui1
Arif RachmatullahNorth Carolina State University1
Udin SupriadiIndonesia University of Education1
Nurti BudiyantiIndonesia University of Education1
Ghevira Syaharani Aulia MuharamAfiliasi tidak diketahui1
Irma Rahma SuwarmaIndonesia University of Education1
Mariati Purnama SimanjuntakAfiliasi tidak diketahui1
Beatrik NovaAfiliasi tidak diketahui1
Laila Listiana UlyaAfiliasi tidak diketahui1
Rizky Agassy SihombingIndonesia University of Education1
Ratih Mega Ayu AfifahAfiliasi tidak diketahui1
Rohim Aminullah FirdausAfiliasi tidak diketahui1
Insar DamopoliiAfiliasi tidak diketahui1
Puan Helwa Rezha SorayaAfiliasi tidak diketahui1
Tasya Oktavia Regita CahyaniAfiliasi tidak diketahui1
Aulia KhairunnisaAfiliasi tidak diketahui1
Titin SupriatinAfiliasi tidak diketahui1
Frinsma LisziaAfiliasi tidak diketahui1
Shynta Ayinda PuspaAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/usej/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Exploring the Correlation between Motivation and Self-Regulation in Science Learning among Junior High School Students: A Case Study</dc:title>
	<dc:creator xml:lang="en">Sholahudin, Nabila Putri</dc:creator>
	<dc:creator xml:lang="en">Shofa Nabilah</dc:creator>
	<dc:creator xml:lang="en">Nimas Ayu Lestari</dc:creator>
	<dc:creator xml:lang="en">Adi Rahmat</dc:creator>
	<dc:creator xml:lang="en">Nanang Winarno</dc:creator>
	<dc:creator xml:lang="en">Yanti Hamdiyati</dc:creator>
	<dc:subject xml:lang="en">Motivation</dc:subject>
	<dc:subject xml:lang="en">Self-Regulation</dc:subject>
	<dc:subject xml:lang="en">Science Learning</dc:subject>
	<dc:description xml:lang="en">A student's motivation influences students' self-regulatory abilities, and significantly impacts their attitude towards scientific concepts, contributing to a more enriched and successful learning experience. This research explores the correlation between motivation and self-regulation in science learning among junior high school students. The research methodology employed in this study adopts a quantitative approach with a survey research design. This research found that the average learning goal orientation is 4.12, task value is 3.97, and self-efficacy is 3.75. The total average for the dimensions of motivation and self-regulation is 3.95 and 3.89 respectively. These scores indicate that the motivation and self-regulation in science learning among junior high school students are categorized at a high level. Furthermore, there is a significant correlation between motivation dimensions (learning goal orientation, task value, and self-efficacy) and self-regulation in science learning. Based on the students’ answers to open-ended questions, they are motivated to learn science because learning science is interesting and fun. Meanwhile, students who feel unmotivated to learn science find it challenging, especially when dealing with formulas and calculations. However, despite the lessons' difficulty, students still try to study because most of them desire to achieve good grades in science lessons.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2024-05-31</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/usej/article/view/593</dc:identifier>
	<dc:identifier>10.15294/usej.v13i1.593</dc:identifier>
	<dc:source xml:lang="en">Unnes Science Education Journal; Vol. 13 No. 1 (2024): April 2024; 20-32</dc:source>
	<dc:source>2502-6232</dc:source>
	<dc:source>2252-6617</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/usej/article/view/593/1105</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2024 Unnes Science Education Journal</dc:rights>
</oai_dc:dc>