The Influence of Teacher Attitude, Self-Efficacy, and Teaching Creativity on Student Motivation in Economics Social Studies at SMP Negeri 9 Marusu
DOI:
https://doi.org/10.61132/ijed.v2i4.444Keywords:
Learning Motivation, Self Efficacy, Student Learning Motivation, Teacher Attitude, Teaching CreativityAbstract
This study aims to: (1) determine the influence of teacher Self Efficacy on students’ learning motivation in Economics Social Studies; (2) determine the influence of teachers’ teaching creativity on students’ learning motivation; (3) determine the influence of teacher attitudes on students’ learning motivation; (4) analyze the simultaneous influence of teacher Self Efficacy, teaching creativity, and teacher attitudes on students’ learning motivation; and (5) identify the most dominant variable affecting students’ learning motivation at SMP Negeri 9 Marusu, Maros Regency. The research was conducted from September to November 2025 using an associative quantitative approach with an ex-post facto design. The sample consisted of 155 students selected through proportional random sampling. The research instrument was a Likert-scale questionnaire that had passed validity and reliability testing. Data were analyzed using classical assumption tests and multiple linear regression with the help of SPSS. The results of the study indicate that: (1) teacher Self Efficacy has a significant partial effect on students’ learning motivation (t = 3.606, Sig. = 0.000), but becomes insignificant in the simultaneous model (t = –0.531, Sig. = 0.596); (2) teaching creativity has a positive and significant partial effect (t = 5.852, Sig. = 0.000); (3) teacher attitudes have a positive and significant effect (t = 8.008, Sig. = 0.000) and are the most dominant variable, as shown by the highest regression coefficient (B = 1.456; Beta = 0.916); (4) simultaneously, teacher Self Efficacy, teaching creativity, and teacher attitudes significantly influence students’ learning motivation (F = 38.854, Sig. = 0.000); and (5) teacher attitudes are the most dominant predictor, as indicated by B = 1.456 and Beta = 0.916. This means that the more positive the teacher's attitude, the higher the students' learning motivation.
References
Adirestuty, F., & Wirandana, E. (2017). Pengaruh self-efficacy guru dan kreativitas guru terhadap motivasi belajar siswa dan implikasinya terhadap prestasi belajar pada mata pelajaran ekonomi. Sosio Didaktika: Social Science Education Journal, 3(2), 158–165. https://doi.org/10.15408/sd.v3i2.4017
Adirestuty, F., & Wirandana, E. (2021). Pengaruh self-efficacy guru dan kreativitas guru terhadap motivasi belajar siswa dan implikasinya terhadap prestasi belajar pada mata pelajaran ekonomi. Sosio Didaktika: Social Science Education Journal, 3(2), 158–165. https://doi.org/10.15408/sd.v3i2.4017
Asih, A. D., & Hasruddin, H. (2023). Profil efikasi diri peserta didik berdasarkan proses dan hasil belajar biologi SMA. Bi-oedukasi: Jurnal Pendidikan Biologi, 14(2). https://doi.org/10.24127/bioedukasi.v14i2.8311
Asrianto, S. E., Mattarima, S. E., Ahmad, S. E., Imelda, M., & Ishak, S. P. (2025). Manajemen sumber daya manusia: Motivasi kerja, psikologi kerja, dan disiplin kerja menuju produktivitas kinerja. Nas Media Pustaka.
Bandura, A. (1977). Social learning theory. Prentice Hall.
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248–287. https://doi.org/10.1016/0749-5978(91)90022-L
Dar, R. A. (2019). Professional commitment and attitude towards teaching of effective secondary school teachers. International Journal of Advanced Multidisciplinary Scientific Research, 2(1). https://doi.org/10.31426/ijamsr.2019.2.1.1111
Gui-ping, G. (2006). Self-efficacy: The conception, theory and applications. Journal of Renmin University of China.
Haerani, N., Ramadhana, F., Ridawati, I., Ayudiningsi, F. A., & Zalsabilah, Z. (2024). Analisis faktor-faktor yang mempengaruhi motivasi belajar pada anak usia dini. Ta’rim, 6(1), 234–243. https://doi.org/10.59059/tarim.v6i1.2008
Kanematsu, H., & Barry, D. M. (2016). Creativity and its importance for education. In STEM and ICT education (pp. 3–7). Springer. https://doi.org/10.1007/978-3-319-19234-5_1
Kavitha, K. (2014). Attitude of secondary school teachers.
Lone, S. A. (2019). Professional attitude of secondary school teachers. International Journal of Advanced Multidisciplinary Scientific Research, 2(1). https://doi.org/10.31426/ijamsr.2019.2.1.1115
Maherani, A. (2017). Pengaruh sikap guru dalam mengajar terhadap motivasi belajar siswa pada mata pelajaran pendidikan agama Islam di SMA LKMD Sukaramai Kabupaten Kampar (Skripsi). Universitas Islam Negeri Sultan Syarif Kasim Riau. https://repository.uin-suska.ac.id/20022/
Mardewi, A., Elpisah, E., & Devilla, R. (2024). Pengaruh model pembelajaran blended learning terhadap motivasi dan hasil belajar siswa pada pembelajaran IPS. Innovative: Journal of Social Science Research, 4(2), 5857–5870.
Metanfanuan, T. (2023). Pengaruh self-efficacy guru terhadap motivasi siswa di SMK Negeri 3 Kota Sorong. J-MACE: Jurnal Penelitian, 3(2), 102–117. https://doi.org/10.34124/jmace.v3i2.46
Monawati, M., & Fauzi, F. (2018). Hubungan kreativitas mengajar guru dengan prestasi belajar siswa. Jurnal Ilmiah Pendidikan Anak (PEAR), 6(2). https://doi.org/10.24815/pear.v6i2.12195
MY, N. (2024). Junior leadership program: Empowering elementary students to develop 4C skills. Advances in Community Services Research, 2(2), 74–86. https://doi.org/10.60079/acsr.v2i2.333
MY, N., Nurlina, N., & Ma’ruf, M. (2023). Analysis of critical thinking skills of elementary school students through integrated problem-based learning with mind mapping. Edukasia: Jurnal Pendidikan dan Pembelajaran, 4(2), 1373–1380. https://doi.org/10.62775/edukasia.v4i2.445
Nidawati, N. (2024). Penerapan motivasi dalam proses pembelajaran. Jurnal Manajemen dan Pendidikan Agama Islam, 2(3). https://doi.org/10.61132/jmpai.v2i3.388
Nurmalia, T., Choirunnisa, D., Hanim, W., & Marjo, H. K. (2020). Self-efficacy dengan pendekatan rational emotive behavior therapy (REBT) dalam konseling kelompok. Visipena, 11(2), 404–415. https://doi.org/10.46244/visipena.v11i2.1298
Pavithra, D., & Kumar, T. P. (2012). Teacher self-efficacy.
Ratna, R., Yahya, M., Fahreza, M., & Elpisah, E. (2023). Problem-based learning berbantuan media questions box mening-katkan motivasi belajar. Jurnal Education and Development, 10(1), 13–18.
Ratnawati, E., Subagyo, S., & S., S. (2022). Efforts to increase economic learning motivation online through improving learning facilities, teacher creativity and social support during the COVID-19 pandemic. International Journal of Research and Review, 9(2), 361–367. https://doi.org/10.52403/ijrr.20220247
Shittu, R. O., & Oanite, R. A. (2015). Teachers’ attitudes: A great influence on teaching and learning of social studies. Journal of Law, Policy and Globalization, 42, 131–137.
Siahaan, M. (2023). Pengaruh kreativitas guru dalam mengelola pembelajaran ekonomi terhadap motivasi belajar peserta didik. Primer: Jurnal Pendidikan, 1(2), 5085–5101. https://doi.org/10.55681/primer.v1i2.48
Sudrajat, S. (2017). Teachers’ professionalism and the challenge of education in a global era. Journal of Education, 3(2), 211–227.
Sutjonong, W. R., Salim, R. M. A., & Safitri, S. T. (2022). Teachers’ self-efficacy as a mediator of perception and behavior regarding creative teaching. Mimbar Sekolah Dasar, 9(1), 161–173. https://doi.org/10.53400/mimbar-sd.v9i1.44253
Tripathi, P. (2019). Positive and supportive teacher–student relationship. Think India Journal, 22(2), 2665–2673. https://doi.org/10.26643/think-india.v22i2.9391
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 International Journal of Educational Development
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
