Contextual Learning Method, Learning Facility and Motivation in Relation to Sociology Learning Outcome
Johanna Albertina Latuny; Lilik Sri Hariani; Lasim Muzammil

SMA Negeri 2 Ambon Maluku, Indonesia
Universitas Kanjuruhan Malang, Indonesia

Abstract

This study was aimed at examining the simultaneous effect of contextual learning methods, learning facilities, and motivation on the students’ learning outcome. A survey as a part of the quantitative research design was employed by utilizing 139 samples out of 210 population. To collect data, a questionnaire was distributed to the samples getting involved in the present study, and to ascertain that the instrument was valid and reliable, Pearson Product Moment and Cronbach Alpha were used to test this instrument. Data were stored in SPSS and analyzed using Multiple Regression Analysis after conducting some sets of testing including classical assumption test, normality test, collinearity, heteroskedasticity, and homoscedasticity test as a prerequisite on using multiple regression analysis. It was found that there was a significant correlation among the contextual learning method, learning facility, and motivation on the students’ learning achievement of sociology subject matter. The more often contextual learning was used, the more complete facility the school has, and the more motivated students have tended to have better learning achievement on sociology. Therefore, teachers, practitioners, and syllabus designers ought to pay close attention to the learning method, learning facility, and motivation to develop the students’ sociology achievement.

Keywords: contextual learning methods; learning facilities; motivation; students’ learning outcome

Topic: Learning / Teaching Methodologies and Assessment