Hubungan Motivasi Belajar Terhadap Hasil Belajar Pendidikan Jasmani Olahraga Dan Kesehatan Peserta Didik Di MTSN 5 Kota Padang

Abstract

Motivasi belajar menentukan keterlibatan, ketekunan, dan usaha peserta didik dalam pembelajaran Pendidikan Jasmani, Olahraga, dan Kesehatan (PJOK), tetapi kekuatan hubungannya dengan nilai PJOK pada konteks madrasah belum dipahami secara memadai. Penelitian ini bertujuan menganalisis hubungan antara motivasi belajar dan hasil belajar PJOK peserta didik kelas VIII di MTsN 5 Kota Padang. Penelitian menggunakan desain kuantitatif korelasional. Dari populasi 1.042 peserta didik, sebanyak 91 peserta didik kelas VIII menjadi sampel penelitian. Motivasi belajar diukur menggunakan angket skala Likert lima pilihan, sedangkan hasil belajar diperoleh dari nilai rapor PJOK semester Juli–Desember 2025. Data dianalisis melalui statistik deskriptif, uji normalitas Lilliefors, korelasi Pearson, uji signifikansi koefisien korelasi, interval kepercayaan, dan koefisien determinasi. Motivasi belajar dan hasil belajar masing-masing memiliki rerata 83,00 dan 71,00. Analisis menghasilkan korelasi positif yang sangat kuat (r = 0,952; 95% CI [0,928, 0,968]; t(89) = 29,34; p < 0,001) dengan variasi bersama sebesar 90,63%. Temuan menunjukkan bahwa peserta didik dengan motivasi belajar lebih tinggi cenderung memperoleh hasil belajar PJOK yang lebih tinggi. Namun, besarnya korelasi harus ditafsirkan secara hati-hati karena desain korelasional tidak membuktikan sebab-akibat dan nilai rapor dapat mencerminkan usaha, partisipasi, serta penilaian guru. Verifikasi data mentah, linearitas, pencilan, dan karakteristik instrumen diperlukan sebelum menarik implikasi yang lebih luas.

Learning motivation shapes students’ engagement, persistence, and effort in Physical Education, Sports, and Health (PESH); however, the strength of its association with PESH grades in an Islamic junior secondary school context remains insufficiently understood. This study examined the relationship between learning motivation and PESH achievement among eighth-grade students at MTsN 5 Padang. A quantitative correlational design was employed. From a population of 1,042 students, 91 eighth-grade students participated in the study. Learning motivation was measured using a five-point Likert questionnaire, while achievement was represented by PESH report-card grades for the July–December 2025 semester. The data were analyzed using descriptive statistics, the Lilliefors normality test, Pearson’s correlation, a significance test for the correlation coefficient, a confidence interval, and the coefficient of determination. The mean scores for learning motivation and achievement were 83.00 and 71.00, respectively. The analysis yielded a very strong positive correlation (r = .952, 95% CI [.928, .968], t(89) = 29.34, p < .001), with 90.63% shared variance. Students with higher learning motivation therefore tended to obtain higher PESH grades. Nevertheless, this unusually large correlation should be interpreted cautiously because a correlational design does not establish causality, and report-card grades may partly reflect effort, participation, and teacher judgment. Verification using paired raw data, linearity and outlier diagnostics, and complete evidence of instrument validity and reliability is required before broader conclusions are drawn.