alexa Role of Motivation in Learning Course on Human Resources Management Student Achievement Program Management Studies, Faculty of Economics Unipa Surabaya | Abstract
ISSN: 2162-6359

International Journal of Economics & Management Sciences
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Research Article

Role of Motivation in Learning Course on Human Resources Management Student Achievement Program Management Studies, Faculty of Economics Unipa Surabaya

Priyono Iyon Priyono*

University Pgri Adi Buana, Surabaya, Jawa Timur, Indonesia

*Corresponding Author:
Priyono Iyon Priyono
University Pgri Adi Buana, Surabaya
Jawa Timur, Indonesia
Tel: +058-142-758-828
E-mail: [email protected]

Received date: October 15, 2014; Accepted date: October 24, 2014; Published date: October 30, 2014

Citation: Priyono PI (2014) Role of Motivation in Learning Course on Human Resources Management Student Achievement Program Management Studies, Faculty of Economics Unipa Surabaya. Int J Econ Manag Sci 3:195. doi:10.4172/2162-6359.1000195

Copyright: © 2014 Priyono PI. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Abstract

Motivating role in the repair process of studying the subject management Department, University of Surabaya BUANA PGRI ADI carried on half anomalies Human Resource Management academic year 2010/2011. This learning process improvement tool is to improve student achievement that took HRM subjects, by providing motivation to learn by trial and discussions at the beginning of the treatment course.

The method developed in this learning process improvement to take medication or to motivate students to learn in a group. The first in the second group of students (class of parallel) are not given treatment motivated. The results of the quantitative evaluation of the treatment given to motivate students are students with an A (25%), B (75 %), and assess the C, D and E as well (0%). While a student at the value obtained parallel class A (8.35%), B (41.66%), C (50%) and also assess the D and E (0%). Statistically by using t-test assessing student learning motivation given by the reality of the level of 95% to the value given by the students who are not motivated to learn.

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