INFLUENCE OF LEARNING MOTIVATION, COGNITIVE

STRATEGY, PRIOR KNOWLEDGE AND SCHOOL ENVIRONMENT

ON LEARNING SATISFACTION.
Dr. Osly Usman, M. Bus1
Lecturer of Economics Faculty, University of Jakarta
Vania Miranda2
vnmrnda@gmail.com
Office Administration Education Program S1, Faculty of Economics,
University of Jakarta

ABSTRACT
This study was made to identify and analyze the factors that influence in the form
of motivation, cognitive strategy, prior knowledge, and school environment.
Techniques used in the sampling in this study is the Smart PLS, with a sample of
200 respondents. data collection using questionnaires using Smart Partial Least
Square, with Smart PLS 3.0 software. The results and implications of this research
are that learning motivation has a positive effect on learning satisfaction. This
study found significant results for the variable effect and learning satisfaction,
such as learning motivation, cognitive strategy, prior knowledge, and school
environment. When learning motivation, cognitive strategy, prior knowledge, and
school environment increase, learning satisfaction will also increase.
Keywords: Learning Motivation, Cognitive Strategy, Prior Knowledge, School
Environment, Learning Satisfaction.

guise of an effort, and concluded that

INTRODUCTION
Education is important and
becomes one of determining the
progress of a country. Go to college
clearly has added value for the
students. The extent to which students
have been successful in the academic
field is reflected in academic
achievement. Academic achievement
also has several factors that influence
as described by(Ma'mun, 2002),
Which includes motivation, attention
and evaluation.
Harris (1940) discusses
the importance of persistence, in the
the factors essential to the
achievement of scholastic are: (a) the
ability, otherwise known as
intelligence or scholastic aptitude, (b)
efforts, also known as encouragement
or motivation level, and (c) personal
circumstances, economic, social, and
academic. Many years later,(Cattell,
1965)saying that intelligence,
personality, and motivation as
important to predict academic
achievement. Recent research has
shown that personality has a role on
the differences in achievement over

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and above intelligence (Bratko et al.,
2006).
Stipek (Slavin, 2006)said the
students who have high achievement
motivation will acquire high academic
achievement. This is supported by a
study conducted by the French (Slavin,
2006) found that students who have
high achievement motivation tend to
last longer on the task after the failure
and will steer why the failure on a lack
of effort rather than external factors
such as a lack of luck.
Hidi and Harackiewicz
(Larson, 2009) says that the lack of
motivation of achievement and a lack
of interest reflected the neglect of
students in their studies, plus a
worsening of interest and attitudes in
schools and subjects like math, art, and
science.
According to (Dimyati &
Mudjiono, 2006), Motivation to learn
is important for students and faculty.
For students, the importance of
motivation in the form of invisibility
of early ability to learn, process, and
outcomes of a lesson, motivation
inform you about the power of
learning effort when compared with
peers, motivation directed learning,
motivation to raise the spirit of
learning to quickly pass without the
need to cost more than it should be,
and the motivation of students to
realize their learning journey and then
work sustainable.
Environment is one of the
important aspects that needed to
produce this type of competent
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individuals. The school environment
can be defined as an internal
characteristic that distinguishes one
school from another school and that
influence student behavior.
Environment, in general, play an
important role in the life of every
individual, including students,
teachers, employers, or
employees(Chukwuemeka, 2013),
The learning environment is
one of learning resources that affect
student learning outcomes and
learning. According to (Hamalik,
2012) said that the environment is
something that exists in nature around
that has a certain influence to the
individual. This means that an
effective learning condition is a
condition that is conducive and
supportive smoothness and continuity
of the learning process. Meanwhile,
according to (Soedomo, 2003) said
that the environment is everything that
exists outside those relationships and
that affect a child's development such
as climate, the environment, economic
situation, housing, clothing, neighbors
and others.
The learning environment is
divided into three, cited by Soedomo
Hadi, (2003: 87), namely: (a) the
family environment, (b) the school
environment and (c) the environmental
community. The first neighborhood is
a neighborhood school. In a school
environment issues in all schools the
same average that students classified
as active if practical learning activities
and passive learning theory. Here the
role of the teacher is very important
because it deals directly with students.
So the use of innovative teaching
methods is needed.
More and more evidence
shows that the social climate of the
class plays an important role in the
learning process, ways of thinking and
behaving (Jennings & Greenberg,
2008), Interpersonal relationships,
communication between individuals,
and other groups that exist in the
context of a class can be seen as part of
the social climate of the class
(Dörnyei & Murphey, 2003), In
focusing on the individual level, the
way students understand the various
aspects of the social environment
associated with a class of their
confidence, associated with the use of
adaptive strategies that affect the
nature and extent of their involvement
and achievement in academic tasks
(Patrick, Kaplan, & Ryan, 2011),
However, even the
involvement of learners, which is
conventionally considered to involve
mainly the involvement of cognitive
and affective connections, have begun
to be explored in ways that underlying
the inherent social nature of education
and intellectual effort (Wentzel, 2012).
Philip and Duchesne (2016) refer to
this result as a "mutuality" or efforts,
active participation, and
responsiveness that occurs when
students perform reciprocal social
interaction in the classroom.
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When students take an
introductory class, what determines
whether they succeed or fail? Faculty
of carefully designing the lesson plan
students through lectures and
discussions in class, assignments,
written project, and performance
evaluation to motivate students.
However, a significant influence on
student success also exists outside
curricular incentives. The study
focuses on two: the general academic
aptitude and prior knowledge about
the topic.
Prior knowledge may help or
hinder the learning process.
Individuals with pre-existing
knowledge of the beginning of a topic
can better understand and remember
from those early knowledge of a more
limited(Schneider & Pressley, 1997),
In addition, the initial knowledge in
specific domains beneficial learning
and student achievement (Alexander
& Judy, 1988);(Dochy, Segers, & M.,
1998),
However, if the initial
knowledge is inaccurate, incomplete,
or misleading may impede
understanding in learning new
information (Alexander & Judy,
1988); (Dochy, Segers, & M., 1998).
The assumption that one can
undermine the learning process of
students (Clement, 1982).
Gagne (1977, p. 167) explains
that cognitive strategy is an internal
process that is known as the control
will be a learning process.
Furthermore, Gagne explained that as
an internal process, cognitive strategy
serves as a way to modify and manage
the learning process. With this
strategy, the students try to overcome
the difficulties or problems
encountered. Students cognitive
strategies are always evolving in line
with their success in learning. This
development is the development of
ways to improve the regularity of
internal processes related to learning.
Cognitive strategies related to
how to learn, how to remember, and
how to convey ideas and analytical
reflexively. If students master the
internal process well, they will be able
to learn on their own (self-study) and
can be studied independently. They
will be able to solve problems and
express ideas well. Gagne and Briggs
(1979, p. 71) explains that cognitive
strategies are organized internally
skills that affect learners intellectual
process, which includes the process of
understanding the problems, learn,
remember, and think.
THEORETICAL STUDIES
Motivation
Suprijono, (2009) stated that the
motivation to learn is a process that
provides learning spirit, direction, and
persistence of behavior. That is, the
motivated behavior is behavior that is
full of energy, focus and long-lasting.
Furthermore, Winkel (2003) defines
that the motivation for the study is the
overall driving force in the students
who led the activities and provide
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guidance on learning activities. Thus,
the motivation born from the need to
achieve the goal. Motivation to learn is
very important for the realization of
learning achievement. For this reason,
students must have the ability to
motivate themselves for motivation
really needed to get the achievement.
Meanwhile, the motivation to learn by
Brophy and Good (1990) is
determined by
a. Intrinsic dimension as actively
engaged in the learning activity,
the urge to find out things that are
related to the lesson and
encouragement to learn
independently;
b. Extrinsic dimension, such as the
urge to get a compliment from a
teacher, drive to please their
parents, the desire to get good
grades and encouragement of
friends.
c.
Cognitive strategies
Van Dijk and Kintsch (1983)
identified many types of strategies
used for different cognitive tasks.
These strategies include language
strategies, strategies grammar,
discourse strategy, culture strategy,
social strategy, interactional strategy,
pragmatic strategy, strategy semantics,
schematic strategy, and the strategy of
style and rhetoric. Weinstein and
Mayer (1986), in their study of the
teaching learning strategies,
conceptualize two main categories of
strategy, a.) Teaching strategies, such
as the teacher presents the material in
a certain way, and; b.) learning However, the school environment is
strategies, such as students summarize much broader and is not limited to the
the material in a certain way. classroom, but through the
relationship between students and
Pressley and Woloshyn (1995)
students and students and teachers
identified a number of cognitive
(Susan & Ruth, 2015). The school
strategies for a variety of tasks in
environment also refers to a system of
various fields of knowledge. For
values, beliefs, and norms that are
example, they identify strategies to
generally accepted and implemented
analyze and solve problems (general
with the full awareness that the natural
strategy), memorize a series of events
behavior shaped by the environment
or the schedule for exams (learn
(M. Awang, 2012).
strategies), plan, organize, review, and
revise a critical essay (writing
Initial knowledge
strategy), and self-questioning, build a
Initial capability is defined as an
mental picture representative,
entity multidimensional and
activating prior knowledge, rereading
hierarchical dynamic nature and
the text passages that are difficult to
consist of various types of knowledge
understand, predict, or summarize a
and skills (Al. H. e., 2007), Initial
text (reading strategies).
capability has long been regarded as
the most important factor affecting
School environment
student learning and achievement
Environment is one of the
(Tobias, 1994). According to Winkel
important aspects that needed to
(1991) initial capability is a bridge to
produce the kind of competent
get to the final capability. Each of the
individuals. The school environment
learning process has its own starting
can be defined as the internal features
point or stems in particular students'
that distinguish one from another
initial ability to be developed into new
school and that influence student
capabilities, each what the objectives
behavior. The environment in general
are in the learning process. The more
play an important role in the life of
we have a lot of prior knowledge, the
every individual, including students,
more easily we understand a lesson.
teachers, employers, or employees
Initial ability of students is important
(Chukwuemeka, 2013). The purpose
to know the teacher before he began by
of education these days is to offer the
learning, because in order to know: a)
experience to provide students
whether the student has had or
opportunities and opportunities to
knowledge is a prerequisite
develop understanding, skills, and
(prerequisite) to participate in
attitudes necessary to become lifelong
learning; b) the extent to which the
learners, who are able to identify and
solve problems, and cope with change.

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student has to know what materials
will be presented.
Learning satisfacion
Satisfaction of studying by Long
(1985), can be defined as a level of
excitement that people experience
when learning. Astin (1993) talk about
student satisfaction related to student
engagement, interaction of students,
interaction student-faculty, while
Deci, Ryan and Williams (1996) saw
satisfaction as "experience
spontaneous" associated with
motivated behavior intrinsic,
emerging from activities learning that
is designed with the needs and desires
of students about their own
development.
In this case, Harvey, Locke, and
Morey (2002) described the study as a
pleasure of satisfaction resulting from
the implications of students in
curricular activities specifically
designed to meet the learning needs
was initially perceived by students
(Chang & Chang, 2012)taking into
account the difference between the
learning needs of the students,
different learning activities must be
designed and implemented, generating
a high level of satisfaction study.
Satisfaction study has been associated
with the feelings and attitudes of
individuals to the educational process
and the perceived level of satisfaction
associated with the individual's desire
to learn, which is caused by the
motivation to learn(Arbaugh, 2000),
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STATE OF THE ART
The study of the characteristics
of the learning environment and its
contribution to student learning has
been conducted over the last few
decades. These studies revealed
positive and significant correlation
between the learning environment in
the classroom and the results of
cognitive and affective student
(Chionh and Fraser, 2009; Fraser and
Lee, 2009; Goh and Fraser 2000;
Hofstein and Lunetta 2004; Kilgour
2006; Kilgour 2006; Majeed et al .
2002; Wolf and Fraser, 2008). The
study also found that the learning
environment can motivate student
learning (Kember et al., 2010; Okurut
2010) and increased student learning
outcomes in a learning environment
that is comfortable and enjoyable
(Baek and Choi 2002; Hijazi and
Naqvi, 2006; Lizzio et al. 2002)
Research has shown that
environmental factors studied (ie. The
style of teaching, clear objectives, and
evaluation methods) can effectively
affect the motivation of students and
their approach to learning (ie. Kember,
Leung & McNaught, 2008; Ning &
Downing, 2014. Environment active
learning (eg, activities that encourage
student involvement) has been found
to promote adaptive motivational
beliefs (Corkin, Horn, & Pattison,
2017).
Huang (2002) argues that
learning satisfaction comes from
meeting the needs of learning caused
by learning motivation after the
students are engaged in learning
activities. Harvey, Locke, and Morey
(2002) believe that the satisfaction of
developing learning for the students
enjoy engaging in activities that are
designed in the school. During the
learning process, learning motivation
and learning needs can be met can be
met. Therefore, we can see that the
motivation to study and learn the
satisfaction of having a significant
positive correlation.
RESEARCH HYPOTHESES
H1: There is a positive and significant
influence between learning motivation
and study satisfaction.
H2: There is a positive and significant
influence between cognitive strategies
with study satisfaction.
H3: There is a positive and significant
effect between initial knowledge to
study satisfaction.
H4: There is a positive and significant
influence between the school
environment with the study
satisfaction.

H5: There is a positive and significant

Learning influence between learning
Motivation
motivation, cognitive strategy, initial
H1
Cognitive
knowledge, and the school
strategies
Study
environment with the study
H2
Satisfaction satisfaction.
Initial
H3
Knowledge
H4
School
Environment
t

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RESEARCH METHODOLOGY

Based on the problems that have been formulated by the researcher, the
purpose of this study is to acquire knowledge and credible on the Influence of
Motivation, Cognitive Strategy, Prior Knowledge and School Environment on
Learning Satisfaction. The method used in this study is a survey method, to obtain
valid data directly from the source with a comparative approach. The data used
are primary data by the independent variable, or X is the motivation to learn,
cognitive strategies, prior knowledge, the school environment and the dependent
variable or y is the satisfaction of student learning, to see whether or not the
influence of variables X ( Motivation, Cognitive Strategy, Prior Knowledge and
School Environment ) to variable Y ( Learning Satisfaction ).
Operational definition
The variables used in this study consisted of two main groups, namely the
satisfaction of learning dependent variable and independent variables are learning
motivation, cognitive strategy, prior knowledge, and the school environment.
Measurement of each variable in this study consisted of:

Variable Operational Definition of Research

Variables Dimension Indicator Scale

Learning • Needs • Intrinsic
Motivation • Extrinsic
(X1)
Cognitive • Control • Learning styles
Strategies (X2) • Teaching style

Prior • Intellect • Question and

Knowledge answer
(X3) • Test
School • Social • Facilities
Environment relationships • Teacher
(X4) • Classmates
Learning • Needs • Learning
Satisfaction environment
(X5) • Initial capability
• Motivation

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 RESULTS AND DISCUSSION

Figure Constellations (Score Loading Factors) First Model

The image above shows that the construct of Learning Motivation was
measured with 5 indicators of MB1, MB2, MB3, MB4, MB5 and to construct
Learning Style Cognitive Strategy is measured with 5 indicators, namely SK1,
SK2, SK3, SK4, SK5. Likewise, prior knowledge measured using 5 different
indicators, namely KA1, KA2, KA3, KA4, KA5, and school environment as
measured with 5 indicators also are LS1, LS2, LS3, LS4, LS5. Learning
Satisfaction to construct measured with 5 indicators: KB1, KB2, KB3, KB4, KB5.
The arrow between indicators with latent constructs is heading indicator
shows that the study uses a relatively appropriate reflective indicators to measure
the impact or relationship which will be examined (hypothesis) is denoted by
arrows between the constructs.
The values above show the correlation between the indicators with the
construct. Indicators with low loading values show that the indicators do not work
on the measurement models. The expected value is> 0.7. Based on a constellation
Figure 1 Factor loading calculation results with smart PLS software version 3

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stated that all indicators say significant. Data were already having a value of> 0.7,
which means significant and correlated.
A. Evaluate the Measurement (Outer) Model
1. Validity Test
Table 4.1
Result for Cross Loading
Learning School Prior Cognitive Learning
Motivation Environment Knowledge Strategies Satisfaction
KA1 0,989
KA2 0,989
KA3 0,974
KA4 0,973
KA5 0,960
KB1 0,987
KB2 0,996
KB3 0,995
KB4 0,990
KB5 0,977
LS1 0,990
LS2 0,991
LS3 0,995
LS4 0,997
LS5 0,987
MB1 0,994
MB2 0,992
MB3 0,991
MB4 0,984
MB5 0,968
SK1 0,952
SK2 0,980
SK3 0,986
SK4 0,991
SK5 0,993

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 Testing the validity of the reflective indicators using the correlation
between the item score and its construction score, measurements with
reflective indicators indicate a change in an indicator in a case if another
indicator of the concession is Changed (or removed from the model).
Reflective indicators are suitable for measuring perception so that this
research uses reflective indicators. Based on the data indicates that the entire
coefficient of the indicator has a value of > 0.5 which can be interpreted that
the indicator used in this study is valid or has fulfilled the validity.
Further, an indicator also needs to be tested linear validity to
determine the indicator is reflective or not. The method used to see
discriminant validity in this study is to look at the value of the square root of
average extracted (AVE). The recommended value is above 0.5. The
following is the AVE value in this study:

Table 4.2
Average Variance Extracted (AVE) Value
Average Variance Extracted (AVE)
Learning Motivation 0,972
Cognitive Strategies 0,961
Prior Knowledge 0,955
School Environment 0,984
Learning Satisfaction 0,978

The table above shows that the AVE value of learning motivation,
cognitive strategies, prior knowledge, school environment, and learning
satisfaction is above 0.5. The lowest AVE value is 0.961 on the creativity
construction.

2. Reliability Test
Reliability test is done by looking at the composite reliability value of
the indicator that measures the construct. Composite reliability results will
show satisfactory value if the value is above 0.7. Here is the value of
composite reliability in this study:
Table 4.
Reliability Value
Composite Reliability
Learning Motivation 0,994
Cognitive Strategies 0,992
Prior Knowledge 0,991
School Environment 0,997

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 Learning Satisfaction 0,996

The table above shows that the reliability value of learning

motivation, cognitive strategies, prior knowledge, school environment, and
learning satisfaction is above 0.7, which shows all the construction of the
research model meets the validity linear. The lowest AVE value is 0.961 on
the creativity construction.
Reliability tests can also be amplified with Cronch's Alpha with the
recommended value being > 0.6. Here's the value of Cronch's Alpha in this
study:
Table 4.4
Cronbach's Alpha Value
Cronbach's Alpha
Learning Motivation 0,993
Cognitive Strategies 0,990
Prior Knowledge 0,988
School Environment 0,996
Learning Satisfaction 0,994

B. Structural Testing Model (Inner Model)

PLS use a nonparametric test to determine the significance level of the
path coefficient, where the value of T (T-value) generated by running the
bootstrapping algorithm on smartPLS is used to determine whether the
hypothesis is acceptable Filed. At significance levels 0.05 hypotheses will be
supported when the T-Statistic exceeds the critical value of 1.645.

Original Standard
Sample T Statistics
Sample Deviation P Values
Mean (M) (|O/STDEV|)
(O) (STDEV)
KA1 <- Prior Knowledge 0,211 0,217 0,066 3,184 0,002

KA2 <- Prior Knowledge 0,201 0,198 0,065 3,091 0,002

KA3 <- Prior Knowledge 0,215 0,224 0,079 2,725 0,007

KA4 <- Prior Knowledge 0,205 0,206 0,037 5,602 0,000

KA5 <- Prior Knowledge 0,191 0,176 0,150 1,273 0,000

KB1 <- Learning Satisfaction 0,206 0,206 0,002 92,523 0,000

KB2 <- Learning Satisfaction 0,203 0,203 0,001 167,992 0,000

KB3 <- Learning Satisfaction 0,203 0,203 0,001 137,001 0,000

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KB4 <- Learning Satisfaction 0,200 0,200 0,002 84,180 0,000

KB5 <- Learning Satisfaction 0,198 0,198 0,002 102,311 0,000

LS1 <- School Environment 0,199 0,199 0,002 127,658 0,000

LS2 <- School Environment 0,200 0,199 0,001 178,408 0,000

LS3 <- School Environment 0,203 0,203 0,002 121,284 0,000

LS4 <- School Environment 0,204 0,204 0,002 110,547 0,000

LS5 <- School Environment 0,202 0,202 0,002 119,601 0,000

MB1 <- Learning Motivation 0,201 0,199 0,028 7,289 0,000

MB2 <- Learning Motivation 0,204 0,205 0,023 8,840 0,000

MB3 <- Learning Motivation 0,211 0,208 0,152 1,391 0,000

MB4 <- Learning Motivation 0,199 0,203 0,144 1,381 0,000

MB5 <- Learning Motivation 0,200 0,197 0,029 6,810 0,000

SK1 <- Cognitive Strategies 0,171 0,169 0,047 3,680 0,000

SK2 <- Cognitive Strategies 0,210 0,211 0,024 8,795 0,000

SK3 <- Cognitive Strategies 0,204 0,203 0,020 10,413 0,000

SK4 <- Cognitive Strategies 0,217 0,217 0,024 9,055 0,000

SK5 <- Cognitive Strategies 0,217 0,217 0,024 9,210 0,000

From the table above, the T statistic and P Value values for this
research indicator show that the value of T statistic > 1.645 and the value of
P value of < 0.05 then the indicator that measures the construct in this study
is expressed significantly.

Learning School Learning Prior Cognitive

Satisfaction Environment Motivation Knowledge Strategies
School
0,120
Environment
Learning
0,682
Motivation
Prior
0,237
Knowledge
Cognitive
0,73
Strategies

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Learning
Satisfaction

The table above shows the magnitude of influence between the free
variables and the bound variables. From the above data can be concluded that
school environment has influence on the learning satisfaction by 0.120. Learning
motivation has an influence on learning satisfaction by 0.682. The prior
knowledge has an influence on the learning satisfaction of 0.237 and cognitive
strategies has an influence learning satisfaction by 0.073. Based on the above
exposure, variables that have a major influence on learning independence are
self-concept. Variable that has a low influence on learning satisfaction is the
learning environment. So, it can be said, if someone has a high learning
motivation, then the school environment of students is not necessarily high.
While students who have a good school environment may not necessarily have
high motivation to learn. The explanation above shows that there is a significant
influence between learning motivation, cognitive strategy, prior knowledge, and
school environment on learning satisfaction.

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CONCLUSION
1. Learning motivation significantly satisfaction with the value of the
affects the learning satisfaction with path coefficient 0.237.
the value of the path coefficient 4. The school environment
0.682. significantly affects the learning
2. Cognitive strategy significantly satisfaction with the value of the
influential in learning satisfaction path coefficient 0.120.
with the value of the path 5. It can be concluded that learning
coefficient 0.73. motivation, cognitive strategy, prior
3. Prior knowledge affects knowledge, and school environment
significantly the learning significantly influence learning
satisfaction.

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