JURNAL 1

Zhang, L., Yu, S., & Liu, H. (2019). Understanding teachers’ motivation for and commitment to teaching: profiles of Chinese earlyn
career, early childhood teachers. Teachers And Teaching, 25(7), 890-914.
Objektif Masalah kajian Methadologi Dapatan kajian Perbincangan Limitasi Catatan

- This study has - To better - Reka four types is -The findings of - First, the DEPENDENT
been informed understand the bentuk reflected in their this study are findings from VARIABLE
by research on reasons kajian commitment important this small-scale (DV)
teacher underlying - The to teaching, because the four case study -Motivasi guru
motivation and attrition and the interviews motives for types of early cannot be
commitment to teacher shortage, were all entering and career early generalised to
teaching, and and to develop transcribed staying in the childhood other contexts,
particularly on ways to attract and analysed teaching teachers although some
early childhood and retain according to profession, identified implications
teachers. highquality the analytical perception of the demonstrate the might have
teachers in early scheme teaching diversity and been generated
childhood for profession and complexity of as references for
education, it is qualitative its teaching similar early
necessary to data environmental motivation and childhood
explore teacher aspects, and commitment to educational
motivation and - Sampel continual teaching in the contexts
commitment to kajian commitment and field of early
teaching. - Twelve professional childhood - Second,
Although kindergarten development. education although the in-
previous teachers Representative depth interview
research has were selected quotations have -The findings of data enabled the
investigated to participate been taken from this study are researchers to
various aspects in this study the interview important investigate
of data, with because the four profiles of early
teacher supplemental types of early career early
motivation and - Instrument explanations career early childhood
commitment to kajian added, when childhood teachers’
teaching, little - In-depth needed. teachers motivations and
attention semi- identified commitment,
has been paid to structured demonstrate the more data
this in the interviews, diversity and sources,
context of early which were complexity of such as
childhood mainly teaching classroom
teachers, conducted in motivation and observations and
especially early Mandarin, commitment to policy
career teachers. were used as teaching in the documents,
the primary field of early could have been
instrument childhood collected to
for data education types provide
collection. of early career additional
- An early childhood evidence of
interview in-service them.
guide (see teachers.
Appendix)
was prepared - This study can
based on the contribute to
research current research
questions for on teacher
this study motivation and
and the commitment
situation of because it
 pre-school suggests that a
education in dynamic and
mainland recursive
China perspective
should be
adopted to
examine early
career early
childhood
teachers’
motivation and
commitment to
teaching.

JURNAL 2

Reaves, S., & Cozzens, J. (2018). Teacher Perceptions of Climate, Motivation, and Self-Efficacy: Is There Really a
Connection. Journal Of Education And Training Studies, 6(12), 48.
Objektif Masalah kajian Methadologi Dapatan kajian Perbincangan Limitasi Catatan

- This study - The National - Reka bentuk -an average of -The focus of -This study DEPENDENT
investigated if Center for kajian 7.11, from this study was to exclusively VARIABLE
correlations Education - The data from responding identify elements consisted of (DV)
existed between Statistics (2003) the research teachers showed that teachers teachers, thus -Motivasi guru
teachers’ claimed that due questions that teachers perceived as limiting the
perceptions of to negative incorporated a believed they significant to scope of
elements of a school climates, mixture of were held their connection perceptions from
safe and unsafe work accountable for with school all stakeholders.
supportive environments, descriptive their job climate, intrinsic - the sample
school and negative and performance and motivation, and population only
climate/working teachers’ inferential valued the self-efficacy consisting of
environment in perceptions, statistics that administrators’ beliefs at the teachers from
regards to 621,000 included the opinion of their workplace. rural West
teachers’ elementary and following: (a) job performance. - The results Tennessee
intrinsic secondary Spearman’s - There was a from the current school systems,
motivation and teachers left the correlation (r) significant study added to representing
self-efficacy teaching to measure positive the growing teachers in the
beliefs. workforce to the degree of correlation body of middle school
pursue association between intrinsic literature about grades through
employment in between motivation and perceptions, high school
fields other than variables positive staff motivation, and grades.
education. (e.g., relationships (r = self-efficacy.
- based on data negative, 0.51, p < .001). - Data revealed
from the 2000- positive or no The correlation that there is a
2001 Teacher correlation), coefficient connection
Follow-up (b) multiple between intrinsic among a
Surveys, 25.5% regression motivation and teacher’s
of novice analysis to positive staff perceptions of
teachers left the determine the relationships was elements of a
teaching greatest 0.51, indicating safe and
profession after impact, and a large supportive
three years, and (c) t-test relationship. school climate to
32% of teachers analysis to This indicated motivation, and
left after four determine that as intrinsic self-efficacy.
years due to statistically motivation Another
hostile school significant increased, the conclusion that
climates, differences relationship evolved from
unsupportive (Creswell, among staff this study is
work 2015). The members teachers who
environments correlational became more feel safe and
and negative design was positive. supported had
perceptions of chosen for significantly
their school this study higher intrinsic
(National Center because motivation and
for Education groups were self-efficacy
Statistics, 2003). not controlled compared to
or randomly teachers that did
assigned not feel safe and
(Creswell, supported
2015).

- Sampel
kajian
- approximatel
y 250 teachers
from seven
public schools
in West
Tennessee
school
districts.
- The
participants
ranged from
 middle
school, junior
high and high
school
teachers.

- Instrument
kajian
- The primary
data
collection
tools for this
study were
the (a) the
Safe and
Supportive
School
Questionnair
e and (b) the
Attitude
Toward
Teaching
Survey.

JURNAL 3
Akdemir, Ö. (2019). Teachers’ Organizational Communication and Their Job Motivation. Journal Of Education And Learning, 8(2),
264.
Objektif Masalah kajian Methadologi Dapatan kajian Perbincangan Limitasi Catatan

-The purpose of - Reka bentuk - the correlation -it is found that - tiada DEPENDENT
this study is to kajian coefficients teachers’ VARIABLE
The research - The research between organizational (DV)
model is model is variables are communication -Motivasi guru
correlational correlational investigated, it is level is
survey model survey model clear that there is high and they
determine the - Pearson a positive, high show the highest
effect of correlation level level of
teachers’ analysis and and significant organizational
organizational basic linear relationship communication
communication regression between in task-oriented
on their job analysis are organizational communication
motivation. applied with communication and
SPSS. and job feedback
motivation dimensions.
- Sampel (r=.81, p<.01). Also, they show
kajian - Teacher the lowest level
- The perceptions of organizational
participants of related to communication
the study are organizational in informative
111 teachers communication communication.
working at and job
public motivation are - finding of the
elementary found at high study, teachers’
schools in level. In terms of job motivation is
Turkey. sub dimension of at a high level.
 organizational Teachers who
- Instrument communication, have a high
kajian the highest mean level of job
- Organizational belongs to task- motivation do
Communicati oriented their job
on Scale and communication willingly and
Job and feedback they become
Motivation (M=4.14) more productive
Scale while the lowest in their jobs.
are used as mean belongs to
data collection informative - the relationship
instruments. communication between
- To determine the (M=4.10). teachers’
level of teachers’ organizational
job motivation communication
level, Job levels and their
Motivation Scale job motivation is
that is developed at a high and
by Aksoy (2006) meaningful level
and adapted to in the current
educational study. In other
organizations by words, as
Tanrıverdi (2007) teachers’
is used. organizational
communication
levels increase
their job
motivation also
 increases.

JURNAL 4
Uçar, R., & İpek, C. (2019). The Relationship Between High School Teachers' Perceptions of Organizational Culture and
Motivation. Journal Of Education And Training Studies, 7(7), 102.
Objektif Masalah kajian Methadologi Dapatan kajian Perbincangan Limitasi Catatan

-The purpose of - Reka -In this section, - As a result of -tiada DEPENDENT

this research was bentuk the findings of the research VARIABLE
to explore the kajian the study are finding that the (DV)
relationship - presented. In this participant -Motivasi guru
between school - Sampel context, female teachers
culture and kajian teachers’ when compared
motivation - This perception of to the male ones
perceptions of research was organizational and
teachers in high conducted culture the married
schools. with the comprising teachers when
- The study teachers power, role, compared to the
tested whether employed in achievement and single ones
the participant secondary support culture thought schools
teachers' schools in sub dimensions tende d to have
organizational the following and their power culture,
culture and central motivational female
motivation districts of perceptions in and single
perceptions were - Diyarbakir terms of teachers might
statistically province; inte rnal and get involved in
different external school related
according to Bağlar, Kaya motivation sub work more.
gender, marital pınar, Sur dimensions were - As a result of
status, school and described. the research, it
type and Yenişehir. Moreover, was concluded
professional - population in organizational that the support
seniority and mind, 25 culture and culture
also it was teachers motivation perceptions of
attempted to from a total perceptions of the teachers who
determine of 20 schools teachers were worked
whether the selected by compared for 7 years or
motivation simple according to less had lower
perceptions of random gender, marital perception lev
teachers could be sampling status, school els than those of
statistically were type and the teachers with
predicted from determined, professional 20 years or more
their consisting of seniority. experience;
organizational five Finally, teachers' therefore, novice
culture secondary internal and e teachers may be
perceptions. A schools from xternal offered a more
simple random each district motivations supportive
sampling method chosen by perceptions were environment in
was used in the simple tried to be schools and be
study conducted random predicted from made to feel that
with the sampling their perceptions they are
method again of the appreciated.
in order to organizational - Since the
represent the culture sub participant
research dimensions. teachers
 population - It employed in
by district wasdetermined general high
and a total of
that the schoo ls were
500 teachers motivation found to have
were perceptions of more positive
reached. the teachers organizational
- employed in culture
- Instrument secondary perceptions than
kajian schools were those employed
- The high. The in vocational and
"Organizatio teachers' external technical high in
nal Culture motivation all the
Scale" perceptions were organizational
developed by higher than their culture
İpek (1999) internal dimensions,
and the motivation teachers’ school
"Teacher perceptions. culture
Motivation - It was found perceptions may
Scale" that there was a be improved by
developed by moderate arranging
Uçar (2015) correlation activities to
were between the establ ish
incorporated power, role, common values
as data success and and
gathering support culture understandings
instruments sub-dimensions in vocational and
in the of organizational technical high
research culture and the schools.
 consisted of teachers' internal - As a result of
19 items and motivation in a the finding that
two positive the external
dimensions: direction. motivation
internal and perceptions of
external the participant
motivation. female teachers
were
higher than the
male teachers,
external stimuli
that will
motivate ma le
teachers might
be included in
schools.

JURNAL 5
Davit, E. putri, & Hadiyanto, H. (2018). PENGARUH IKLIM SEKOLAH TERHADAP MOTIVASI KERJA GURU SEKOLAH
MENENGAH KEJURUAN NEGERI TEKNOLOGI DAN REKAYASA. Jurnal Bahana Manajemen Pendidikan, 7(2), 135–144.
Objektif Masalah kajian Methadologi Dapatan kajian Perbincangan Limitasi Catatan

-untuk - masih dijumpai - Reka bentuk -Dari hasil - iklim sekolah - Guru di DEPENDENT
mengenalpasti beberapa guru kajian pengolahan data, di Sekolah harapkan untuk VARIABLE
pengaruh iklim yang belum - kuntitatif maka Menengah dapat (DV)
sekolah terhadap menjalankan korelasional iklim sekolah Kejuruan meningkatkan -Motivasi guru
motivasi kerja tugas dan (Corelational diperoleh skor Negeri beberapa
guru fungsinya mean 139,82, Teknologi dan indikator
sesuai dengan Research). median 140, Rekayasa Kota motivasi
tuntutan profesi modus 140, dan Pariaman kerja yang
yang - Sampel kajian standar deviasi berkategori meliputi
sesungguhnya. - guru Sekolah 8,102. cukup tanggung jawab,
- Mereka Menengah - Dari hasil dikarenakan ketekunan,
terkesan malas- Kejuruan perhitungan dan tingkat afiliasi, semangat kerja
malasan Negeri pengolahan data kekeluargaan, dan disiplin
dan kurang Teknologi dan motivasi kerja kebebasan staf, kerja.
memiliki Rekayasa Kota guru didapatkan serta kerjasama
motivasi yang Pariaman mean 138,64 yang belum - Kepala sekolah
tinggi dalam Dengan total median 137, tercipta dengan diharapkan
melaksanakan populasi modus 137 dan baik di Sekolah untuk
pekerjaannya sebanyak 148 di standar deviasi Menengah mempertahankan
serta terbatas Sekolah 10,818. Kejuruan Negeri dan meingkatkan
hanya Menengah - Korelasi Teknologi dan lagi
untuk Kejuruan antara iklim Rekayasa Kota indikator iklim
menggugurkan Negeri 1 dan sekolah dengan Pariaman. sekolah serta
kewajiban saja. Sekolah motivasi kerja berupaya
Menengah guru bernilai - Berdasarkan untuk dapat
Kejuruan positif. hasil penelitian meningkatkan
Negeri 4 yang ketekunan guru
Pariaman. dilakukan di
- Pengambilan Sekolah -kepala sekolah
sampel pada Menengah diharapkan dapat
penelitian Kejuruan meningkatkan
inimenggunaka Negeri terus iklim
n teknik Teknologi dan sekolah sehingga
stratified Rekayasa Kota dapat
 random Pariaman memberikan
sampling. tentang motivasi sumbangsih
kerja guru dalam
- Instrument diperoleh skor peningkatan
kajian terendah 110 dan motivasi kerja
- adalah angket, skor tertinggi guru.
yang 173.
menggunakan
model skala -Berdasarkan
likert dengan hasil pengolahan
lima. data,
Data diolah maka motivasi
dengan kerja guru sesuai
menggunakan dengan
SPSS versi 16. tanggung jawab
terhadap
pekerjaan pada
Sekolah
Menengah
Kejuruan Negeri
Teknologi
dan Rekayasa
Kota Pariaman
masih berada
pada
kategori “cukup”
yaitu 79,23%.
JURNAL 6
N. Nyakundi, E., A. Raburu, P., & O. Okwara, M. (2019). Influence of Teacher Motivation to Academic Performance of Pupils in
Primary Schools in Kenya. International Journal Of Applied Psychology, 9(2), 74-79.
Objektif Masalah kajian Methadologi Dapatan kajian Perbincangan Limitasi Catatan

-This study -pupils in these - Reka - The findings of -The study -tiada DEPENDENT
investigated the schools continue bentuk the study show hypothesis that VARIABLE
influence of to perform kajian that the teachers stated, there is (DV)
teacher poorly in the - A mixed in Nyamira no statistically -Motivasi guru
motivation to the national method South Sub- significant
academic examination design was County were relationship
performance of adopted for generally having between teacher
pupils in primary -Teacher this study moderate motivation and
schools in absenteeism has that used levels of academic
Nyamira South been a big qualitative motivation. performance was
Sub-County problem in and - It came out tested by
Kenya quantitative from the study computing the
particularly in approaches findings that Pearson
public primary in collecting majority of Product Moment
schools and teachers in Correlation
according to analyzing Nyamira South Coefficient. The
UWEZO data Sub-County teachers
learning concurrently. became teachers ‘score which
assessment because they did were calculated
report of 2016 - Sampel not meet the from the ten
which shows kajian academic itemed 5- likert
that on average - The requirements for scaled
12 per cent of population of other better statements, was
teachers are study was courses. used as an
absent from 147 head - In agreement to independent
school during teachers and the generally variable and
unannounced 836 teachers held opinion that the teachers’
visits. in Nyamira teachers subject mean
South are underpaid, a scores was used
Sub-County. significant as the dependent
- Stratified proportion variable.
sampling (86.8%) of the
was used to teachers who The alternative
get a sample took part in this hypothesis
of 84 study strongly was accepted
teachers and disagreed to the that stated that,
15 head researchers’ there is a
teachers. assertion that statistically
their pay as significant
- Instrument teachers was relationship
kajian satisfactory. between teacher
- questionnaire - The study motivation and
was used to revealed that pupils’ academic
collect data teachers in performance.
from the Nyamira South
teachers Sub-County are
while an not motivated to
interview work hard and
schedule hence the
collected poor
from head performance of
 teachers. the pupils.
Quantitative
data was
analyzed
using both
descriptive
and
inferential
statistics.

JURNAL 7
MEHMETİ, İ. (2019). RELATION BETWEEN TEACHERS' JOB SATISFACTION AND THEIR MOTIVATION FOR
PROFESSIONAL DEVELOPMENT. Journal Of Turkish Studies, Volume 14 Issue 4(Volume 14 Issue 4), 2647-2658.
Objektif Masalah kajian Methadologi Dapatan kajian Perbincangan Limitasi Catatan

-The purpose of -Important - Reka -‘The need for -About 75% of -explored as a DEPENDENT
the research was factors were bentuk continuous the teachers as matter of VARIABLE
to deepen the identified in this kajian professional the highest particular (DV)
understanding of context that - quantitative development’ motive consider satisfaction at -Motivasi guru
whether encourages research with the 'very achieving work, but also
satisfaction with teachers to high motivation' success with the motivational
the work that participate in - Sampel rating being students. They factors identified
teachers do professional kajian estimated by express this in this research.
motivates them development. - The sample 51.8% of motive as The issue of
to participate in consists of teachers, 'high opportunities for professional
different forms - According to 170 teachers motivation' continuous development
of professional self- belonging to 38.2%. professional participation
development. determination development. 'based on' the
theory, SDT genders, low -higher 'inertia' motive,
(Deci & Ryan, secondary motivational -Job satisfaction, 'everyone is
2000) are two school, rural motivating or work at going, why I do
motivational and urban factors, for school, is not an not' remains to
factors that drive school. professional important be treated and
an individual to development, motivational explored through
be involved in - Instrument teachers have factor for qualitative
actions, such as kajian identified professional approach.
career - questionnaire 'student success' development.
development. consisting of (M = 1.48, SD
Job satisfaction two main =.50), while
is an important parts. The second place
motivating first includes lists' satisfaction
factor, where in teacher with work that
the case of demographic motivates me for
teaching the data, such as professional
motivating age, gender, development '(M
factor, internal work = 1.54, SD = .
or external, experience, 50). Third place
appears to be and place of is the motive of
mixed. work, 'pursuing
village, or technology
city. The development to
second part be more
are successful' (M =
statements in 1.60, SD = .49),
which while fourth is
teachers ranked
responded to 'evaluating
five Likert teacher's work
scales. by others, which
promotes for
further
development (M
= 1.56, SD = .
50). But with
lower frequency.

-achieving
success with
students, we see
there are
differences
between
genders:
example for the
male, (M=3.66,
SD=1.74), and
for female
(M=3.8,
SD=1.57), but
for both gender
we have
(M=4.63,
SD=.83).
JURNAL 8

Azeez Tunbosun, L., Adeniyi Mudashiru, M., Abiodun Peter, A., & Suleiman, Y. (2019). ASSESSMENT OF TEACHERS’
MOTIVATION AND JOB SATISFACTION FOR SCHOOL PERFORMANCE IN KOGI STATE, NIGERIA. Entrepreneurial
Journal Of Management Sciences, 6(1).
Objektif Masalah kajian Methadologi Dapatan kajian Perbincangan Limitasi Catatan

- To examine the - Motivation and - Reka -396 respondents -The paper DEPENDENT
effect of factors job satisfaction bentuk strongly agreed revealed that VARIABLE
that tend to are believed to kajian that teachers’ motivation (DV)
motivate be part of - statistical motivation is factors have a -Motivasi guru
teachers on veritable analysis either monetary highly positive
school determinants of where or non-monetary significant effect
performance success in any performed: in nature, while on school
ii. To determine organisation, just Regression, 193 (48.7%) of performance at
the differences as they are also ANOVA and the respondents co-efficient of
between job crucial to the Duncan simply agreed. 0.589 with F-test
satisfaction of long term multiple at 315.489 (P-
teachers in rural growth of any range test. -396 respondents value 0.000 <
and urban educational strongly agreed 0.05).
settlements system all over - Sampel that they derive - The paper
the globe. kajian satisfaction from revealed that
However, the - amples were their working motivation
seemingly poor drawn from environment. factors have a
conditions of the study highly positive
service and population -The calculated significant effect
neglect suffered which ANOVA table is on school
by teaching comprised analysed to see if performance at
professionals in public the variables are co-efficient of
Nigeria which primary and significant. This 0.589 with F-test
resulted into junior implies that at 315.489 (P-
exodus of many secondary motivational value 0.000 <
from the school factors have 0.05)
profession over teachers in significant - The paper thus
the years in the 21 Local impact on school recommended
urban areas Government performance. that the
could only make Areas of government in
one imagine Kogi State. -The positive Kogi State
what it is like in value of 0.378 should focus on
rural settlements. - Instrument and 0.507 adopting more
kajian indicate that the motivation
- questionnaire teachers’ strategies to
was designed motivational boost the morale
and copies factors, if of their teachers
were adopted, can for effectiveness
administered improve school and efficiency in
to obtain performance in their schools
data for Kogi State. -The paper also
analysis recommended
- A total that regardless of
number of 20 the location of
copies of the school, rural
questionnaire or urban
s were settlement,
distributed to employees
teachers in should be seen
 schools as the same and
selected in must be
each of the accorded the
21 LGAs same conditions
resulting to a of service.
cumulative
total of 420
questionnaire
s to make
provision for
unreturned or
unsuitable
copies of
questionnaire
s. 396
questionnaire
s were found
to be
properly
filled among
those
retrieved
from the
respondents.

JURNAL 9
L. Alvarez, A. (2019). Influence of School Culture on Teacher Motivation in Selected International Schools in Bangkok,
Thailand. Journal Of Education Graduate Studies Research, KKU., 13(1).
Objektif Masalah kajian Methadologi Dapatan kajian Perbincangan Limitasi Catatan

1) to determine -school culture is - the level of -teachers, team -tiada DEPENDENT

the level of possibly the least - Reka bentuk Teacher teachers and VARIABLE
Teacher discussed kajian Motivation is specialists from (DV)
Motivation in element in - This study used High with the the selected -Motivasi guru
selected practical the descriptive mean of international
international conversations method. 138.7056 schools are
schools in about how to and a standard highly motivated
Bangkok in improve teacher - Sampel kajian deviation of in terms of
terms of Drive, motivation. It is - participants 24.8233. The “drive”.
Control, one factor that is of the study overall value of
Challenge, very often were the mean of all - participants
Relationship and neglected faculty/teachin dimensions of highly value the
Reward; and not taken in g staff, Teacher support that they
2) to consideration. academic/non- Motivation is receive from
determine the -crucial academic High. By the their colleagues
level of School component of support staff values of C.V.
Culture in successful personnel from (varies from -The most
selected schools is the each of 0.1954 to influential
international level of teacher the selected 0.2910), it shows factors in School
schools in motivation international that the variation Culture are
Bangkok in which basically schools in of all Support and
terms of affects the Bangkok. The aspects of Collaboration.
Collaboration, teachinglearning selected Teacher Teachers are
Support, process. schools were motivation in motivated to
Professional NIVA, Kevalee selected work and stay in
Development, International International a school because
Unity and School (KIS), Schools is of the support
Partnership; Singapore inconsistent or and
3) to investigate International diverse. collaboration
the significant School According to that they are
influence of Bangkok rank, the highest receiving
School Culture (SISB), Anglo- level is Drive
on Teacher Saxon and the lowest
Motivation in International level is Control.
selected School, Trail - By using
international International method enter of
schools in School and St. multiple
Bangkok. Andrews regression
International analysis; it was
School. found that the
linear
- Instrument combination
kajian of the predictor
- a questionnaire, variables (five
which was dimensions of
adapted from School Culture)
Motivation significantly
Questionnaire influence
developed by Teacher
John Smith Motivation with
(2004) and F value of
School Culture 27.8920 and p-
Questionnaire value of 0.000.
by Gruenert - By using
and Valentine method stepwise
(1998). of multiple
regression
analysis, it was
found that two
predictor
variables,
“Collaboration”
and “Support”
were the
necessary and
sufficient
dimensions to
influence
“Teacher
Motivation” with
t value of
7.2310* and
2.9560*
respectively. It
was also found
that 43.80 %
of the variation
on the criterion
variable was
accounted for by
the linear
 combination of
the predictor
variable.

JURNAL 10
Ali Akbar, A., & Sukri Syamsuri, A. (2019). PENGARUH SARANA, IKLIM SEKOLAH, DAN MOTIVASI TERHADAP
PENINGKATAN MINAT BACA SISWA KELAS III SEKOLAH DASAR. Jurnal Pendidikan Dasar Perkhasa, 5(2), 166-185.
Objektif Masalah kajian Methadologi Dapatan kajian Perbincangan Limitasi Catatan

-Tujuan -Peningkatan - Reka bentuk - Hasil -tidak ada - tiada DEPENDENT

penelitian untuk minat baca kajian menunjukkan pengaruh VARIABLE
mengetahui sangat penting - Analisis statistik hanya iklim signifikan sarana (DV)
pengaruh sarana, sejak dini, deskriptif, sekolah yang (X1) terhadap -Motivasi guru
iklim sekolah, melalui meliputi mean, memberi minat baca (Y).
motivasi peningkatan median, variansi, pengaruh
terhadap minat minat baca mutu skewness, peningkatan -ada pengaruh
baca. pendidikan kurtosis,minimum, minat baca. signifikan iklim
meningkat. maksimum, dan tampak pada uji sekolah (X2)
tabel distribusi kelinieran terhadap minat
frekuensi. regresi. Variabel baca (Y).
iklim sekolah
- Sampel (X2) tHitung - disimpulkan
kajian 2,816 > tTabel bahwa H3 atau
- Sampel 2,008 hipotesis ketiga
penelitian disimpulkan H2 ditolak. Artinya
sebanyak 54 atau hipotesis tidak ada
Sampel kedua diterima. pengaruh
Artinya ada signifikan
 dengan pengaruh iklim motivasi (X3)
menggunakan sekolah (X2) terhadap minat
metode Simple terhadap minat baca (Y).
Random baca (Y),
Sampling variabel sarana -disimpulkan
(X1) t Hitung bahwa H3 atau
- Instrument 1,625 < tTabel hipotesis ketiga
kajian 2,008 ditolak. Artinya
- instrumen disimpulkan H1 tidak ada
berupa angket atau hipotesis pengaruh
kepada siswa, pertama ditolak. motivasi (X3)
untuk Artinya tidak terhadap minat
mengukur ada pengaruh baca (Y).
pengaruh sarana (X1)
sarana, iklim terhadap minat
sekolah, baca (Y).
motivasi dan Variabel
minat baca motivasi (X3) t
siswa. Hitung 0,418 <
tTabel 2,008
disimpulkan H3
atau hipotesis
ketiga ditolak.
Artinya tidak
ada pengaruh
motivasi (X3)
pada minat baca
(Y).