Pengaruh Pendekatan Hypnoteaching Terhadap Motivasi Belajar Pada Siswa Kelas VB Madrasah Ibtidaiyah Negeri 1 Bantul Tahun Ajaran 2017/2018
This study aims to determine the effect of the application of the hypnoteaching approach on the learning motivation of the Vb MIN 1 Bantul class students. This study uses a mixed methods approach, a type of method that combines qualitative and quantitative. Qualitative is used to find out how the hypnoteaching method is applied in the learning process and has a significant influence in increasing student learning motivation. While quantitative is used to find out how much influence the hypnoteaching approach can increase student learning motivation. The data collection is done by means of observation, interviews, and questionnaires. Data analysis techniques for making instruments, validity test, reliability test, and simple linear regression test.
The results of this study show. First, the application of hypnoteaching in class Vb MIN 1 Bantul in the academic year 2017/2018 has a positive and significant influence in increasing student motivation. This is in line with the results of the analysis on qualitative data in the form of observation, interviews, and documentation. All these data indicate that students after getting a hypnoteaching approach to learning they feel happy, excited and learn more passionately. The steps are to use the relaxation of the eyes and all the nerves in the body. In addition, it is also implemented with steps of self-motivation, pacing-leading, positive and suggestive words, praise and modeling, yelling or shouting together, emotional hours, invitations and commands. Second This study uses mixed methods with 2 variables, one dependent variable that is learning motivation, and the independent variable is hypnoteaching. Both of these variables are made a questionnaire with each variable 30 statements. After testing the validity there are 4 invalid statements and must be issued. As long as the research instrument becomes 56 statements. Then the reliability test showed all the instruments of reliable research with Alpha above 0.7, which was 0.952. Then a simple linear regression test, with the result of R2 (coefficient of determination) 0.775, thus it can be said that the hypnoteaching approach has a very positive influence in increasing student learning motivation with an average percentage increase of 77.5%.
Bungin, Burhan, Analisis data penelitian kualitatif, Jakarta : PT Raja Grafindo Persada, 2003
Enterprise, Jubilee, SPSS untuk Pemula, Jakarta: PT Elex Media Komputindo, 2014.
Ghozali, Imam, Aplikasi analisis Multivariate dengan Program SPSS, Semarang : Badan penerbit Universitas Diponegoro, Edisi ke VII.
Hajar, Ibnu, Hypnoteaching, memaksimalkan hasil proses belajar-mengajar dengan hypnoterapi, Yogyakarta : Diva press, Anggota IKKAPI, 2011.
Mansur, Muhammad, Penerapan Hypnoteaching dalam meningkatkan mutu pembelajaran PAI di SDIT salasabila 2 Klaseman,Tesis, Yogyakarta: Perpustakaan Pasca Sarjana UIN Suka, 2016.
Noer, Muhammad , Hypnoteaching for succes learning, Yogyakarta : Pustaka Insan Madani 2010.
Purwanto, Ngalim, Psikologi Pendidikan Jakarta : PT Remaja Rosda Karya Offsed, 1990.
Susiati, Alwy, pengaruh motivasi, pandangan tentang guru, dan penggunaan waktu belajar terhadap hasil belajar mata pelajaran fikih di MA al-Mahrusiyah lirboyo kediri Tribakti : Jurnal Kebudayaan dan pemikiran keislaman, 24 ( 1).pp.56-77, ISSN 1441-9919, 2013.
Siregar, Eveline, Teori Belajar dan pembelajaran, Bogor : Ghalia Indonesia, 2011.
Triwidia, Novian, Hypnoteaching “Bukan sekedar Mengajar” Bekasi D brain 2010.
Yustusia, N, Hypnoteaching Seni Ajar Mengeksplorasi otak peserta didik Yogyakarta: Ar ruz Media 2012.