Scoring on Multiple-Choice Test and Achievement Motivation on Geography Learning Outcomes

Risa Syukrinda¹ and Wardani Rahayu^1,

¹Universitas Negeri Jakarta, Jl. Rawamangun Muka, Rawamangun, Jakarta

Cite this paper:
Risa Syukrinda and Wardani Rahayu. Scoring on Multiple-Choice Test and Achievement Motivation on Geography Learning Outcomes. American Journal of Educational Research. 2016; 4(15):1068-1071. doi: 10.12691/education-4-15-3

Abstract

This research aims to determine the effect of scoring on multiple-choice test and achievement motivation on geography learning outcomes. The research used an experimental method with treatment by level 3 x 2 design. Scoring on a multiple choice test is as treatment, achievement motivation is as variable of attributes and geography learning outcomes are as the dependent variable. Research sample consists of students of class XI-IIS 3 SMA N 30 Jakarta, students of class XI-IIS 1 SMA N 77 Jakarta and students of class XI-IIS 1 SMA N 05 Jakarta determined by cluster random sampling with 72 respondents (students). Analysis technique used a two way anava to test the main effect and interaction effect. Based on the research results, reward score and punishment score are more effective in improving the student’s learning outcomes than the correct score. In giving a multiple-choice test, reward score and punishment score can be used as scoring prioritized, especially in students who have high achievement motivation, while correct score can be used as scoring prioritized, especially in students who have low achievement motivation.

Keywords:
scoring multiple-choice test achievement motivation learning outcomes

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