DESAIN KURIKULUM DAN MOTIVASI BELAJAR MAHASISWA
Main Article Content
Keywords
Learning Motivation, Learning Achievement, Learning Methods, Assessment
Abstract
This study aims to identify the concept of learning which will motivate the learning of accounting students based on the curriculum of the accounting study program in Makassar. The study sample was 87 students from several private universities in Makassar. The research method used was descriptive research that identified 5 learning motivation of accounting students, learning outcomes, lecturer learning methods, and lecturer ratings. The results showed that on average students had high learning motivation even though there were also some students who had low motivation. Students may have entrinsic motivation but they try to learn because they are motivated to get high scores. Accounting students understand the competencies to be obtained and are supported by varied learning methods from lecturers. These results may be explained by the results of a test of the relationship or association between learning motivation and GPA which indicates a relationship between the two. While learning motivation and duration of study, learning motivation and GPA, as well as GPA and duration of study there is no relationship or not associated with one another.
References
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_______ (1987). Student approaches to learning and studying. Hawthorn, Victoria: Austrian Council of Educational Research.
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Holley, J. H., & Jenkins, E. K. (1993). The relationship between student learning style and performance on various test question formats. Journal of Education for Business, 68(5), 301–308.
Jackling, B. (2005). Perceptions of the learning context and learning approaches: Implications for quality learning outcomes in accounting. Accounting Education, 14, 271–291.
Kemenristek . (2016). Panduan Penyusunan Kurikulum Perguruan Tinggi.
Lange, P., & Mavondo, F. (2004). Gender and motivational differences in approaches to learning by a cohort of open learning students. Accounting Education, 13(4), 431–448.
Lucas, U. (2001). Deep and surface approaches to learning within introductory accounting: A phenomenographic study. Accounting Education, 10(2), 161–184.
Lord, B., Robertson, J. (2006). Student’s experiences of learning in a third-year management accounting class: Evidence from New Zealand. Accouting Education, 15 (1), 41-59.
Marton, F., Watkins, D., Tang, C. (1997). Discontinuities and continuities in the experience of learning: An interview study of high-schoool students in Hongkong. Learning and Instruction. 7 (1), 21-48.
Marton, F., & Booth, S. (1997). Learning and Awarness. Mahwah, NJ: Lawrence Erlbaum.
Marton, F., Dall’Alba, G., & Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19(3), 277–300.
Patricia Everaert, Evelien Opdecam, Sophie Maussen. (2006). The relationship between motivation, learning approaches, academic performance and time spent. Accounting Education. Published online: 02 February 2017.
Ryan, R. M., Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.
Saljo, R. (1979). Learning in the learners perspective I – some common sense conceptions (report 76).Institute of Education, University of Gothenburg.
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Snowman, J., & Biehler, R. F. (2003). Psychology applied to teaching. Boston: Houghton.
Subhash Abhayawansa, Mark Bowden, Soma Pillay. (2017). Students’ conceptions of learning in the context of an accounting degree. Accounting Education. Published online: 02 Februari 2017.
Tang, C. (1994). Effects of modes of assessment on students’ preparation strategies. In G.Gibbs (Ed.), improving student learning-theory and practice (pp.151-170), Oxford City.
Tempone, I., Kavangh, M., Segal, N., Hancock, P., Howieson, B., Kent, J. (2012). Desirable generic attributes for accounting graduates into the twenty-first century: The views of employers. Accounting Research Journal, 25 (1), 41-55.
Tsai, Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41(1), 19–31.
Baker, S. R. (2004). Intrinsic, extrinsic, and amotivational orientations: Their role in university adjustment, stress, well-being, and subsequent academic performance. Current Psychology, 23 (3), 189–202.
Beattie, V., Collins, B., & McInnes, B. (1997). Deep and surface learning: A simple or simplistic dichotomy? Accounting Education, 6(1), 1–12.
Biggs, J. (1985). The role of metalearning in study processes. British Journal of Educational Psychology, 55, 185–212.
_______ (1987). Student approaches to learning and studying. Hawthorn, Victoria: Austrian Council of Educational Research.
Bloom, B.S. (1956). Taxonomy of educational objectives: Cognitive domain. New York, Longmans, Green and Company.
Booth, P., Luckett, P., & Mladenovic, R. (1999). The quality of learning in accounting education: The impact of approaches to learning on academic performance. Accounting Education, 8(4), 277–300.
Davidson, R.A., (2002). Relationship of study approach and exam performance. Journal of Accounting Education, 20(10, 29-44.
De Lange, P., Jackling, B., Gut, A. M. (2006). Accounting graduates perceptions of skill emphasis in undergraduate courses: An investigation from two Victorian Universities. Accounting & Finance, 46(3), 365-386.
Donald, J.G., (1999). Motivation for higher-order learning. New directions for teaching and learning, 78, 27-35.
Eppler, M.,Harju, B. (1997). Achievement motivation goals in relation to academic performance in traditional and nontraditional college students. Research in Higher Education, 38(5), 557–573.
Fox, J., & Bartholomae, S. (1999). Student learning style and educational outcomes; Evidence from a family financial management course. Financial Services Review, 8(4), 235-251.
Gammie, E., Paver, B., Gammie, B., & Duncan, F. (2003). Gender differences in accounting education: An undergraduate exploration. Accounting Education, 12(2), 177–196 .
Ghozali, Imam. (2012). Aplikasi Analisis Multivariat dengan Program SPSS. Edisi Keenam. Semarang: Badan Penerbit Universitas Diponegoro.
Gijbels, D., Van de Watering, G., Dochy, F., & Van den Bossche, P. (2005). The relationship between students’ approaches to learning and the assessment of learning outcomes. European Journal of Psychology of Education, 20(4), 327–341.
Hair, J. F., Black W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate data analysis (Vol. 6). Upper Saddle River, NJ: Pearson Prentice Hall.
Hall, M., Ramsay, A., & Raven, J. (2004). Changing the learning environment to promote deep learning approaches in first-year accounting students. Accounting Education, 13(4), 489-505.
Hanifah dan Abdullah. (2001). Pengaruh Perilaku Belajar terhadap Prestasi Akademik Mahasiswa Akuntansi. Media Riset Akuntansi, Auditing dan Informasi, volume 1 No.3 Desember 2001.
Hattie, J. (2009). Visible learning: A synthesis of meta-analyses in education. London: Routledge.
Holley, J. H., & Jenkins, E. K. (1993). The relationship between student learning style and performance on various test question formats. Journal of Education for Business, 68(5), 301–308.
Jackling, B. (2005). Perceptions of the learning context and learning approaches: Implications for quality learning outcomes in accounting. Accounting Education, 14, 271–291.
Kemenristek . (2016). Panduan Penyusunan Kurikulum Perguruan Tinggi.
Lange, P., & Mavondo, F. (2004). Gender and motivational differences in approaches to learning by a cohort of open learning students. Accounting Education, 13(4), 431–448.
Lucas, U. (2001). Deep and surface approaches to learning within introductory accounting: A phenomenographic study. Accounting Education, 10(2), 161–184.
Lord, B., Robertson, J. (2006). Student’s experiences of learning in a third-year management accounting class: Evidence from New Zealand. Accouting Education, 15 (1), 41-59.
Marton, F., Watkins, D., Tang, C. (1997). Discontinuities and continuities in the experience of learning: An interview study of high-schoool students in Hongkong. Learning and Instruction. 7 (1), 21-48.
Marton, F., & Booth, S. (1997). Learning and Awarness. Mahwah, NJ: Lawrence Erlbaum.
Marton, F., Dall’Alba, G., & Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19(3), 277–300.
Patricia Everaert, Evelien Opdecam, Sophie Maussen. (2006). The relationship between motivation, learning approaches, academic performance and time spent. Accounting Education. Published online: 02 February 2017.
Ryan, R. M., Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.
Saljo, R. (1979). Learning in the learners perspective I – some common sense conceptions (report 76).Institute of Education, University of Gothenburg.
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Snowman, J., & Biehler, R. F. (2003). Psychology applied to teaching. Boston: Houghton.
Subhash Abhayawansa, Mark Bowden, Soma Pillay. (2017). Students’ conceptions of learning in the context of an accounting degree. Accounting Education. Published online: 02 Februari 2017.
Tang, C. (1994). Effects of modes of assessment on students’ preparation strategies. In G.Gibbs (Ed.), improving student learning-theory and practice (pp.151-170), Oxford City.
Tempone, I., Kavangh, M., Segal, N., Hancock, P., Howieson, B., Kent, J. (2012). Desirable generic attributes for accounting graduates into the twenty-first century: The views of employers. Accounting Research Journal, 25 (1), 41-55.
Tsai, Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41(1), 19–31.
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Published
Dec 15, 2019
Article Details
How to Cite
Kampo, K. (2019). DESAIN KURIKULUM DAN MOTIVASI BELAJAR MAHASISWA. SIMAK, 17(02), 19-37. https://doi.org/https://doi.org/10.35129/simak.v17i02.90
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