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Journal of Education, Teaching and Learning

Volume 1 Number 2 September 2016. Page 71-75

p-ISSN: 2477-5924 e-ISSN: 2477-4878

Effect of Motivaton and Creativity on Students’ Psychomotor Ability

Muhamad Arpan1), Dewi Sulistiyarini2), Danar Santoso3)

1) IKIP PGRI Pontianak, Pontianak, Indonesia

E-mail: arpanmuhamad@gmail.com

2) IKIP PGRI Pontianak, Pontianak, Indonesia

E-mail: dhewysulis@gmail.com

3) IKIP PGRI Pontianak, Pontianak, Indonesia

E-mail: danar.santoso21@gmai.com

Abstract. This research aims to determine: (1) the effect of motivation on students’ psychomotor ability; (2) the effect of

creativity on students’ psychomotor ability; (3) the effect of motivation and creativity as in aggregate on students’

psychomotor ability; and (4) the contribution of motivation and creativity on students’ psychomotor ability in the subject of

Web Programming. This research is an ex-post facto type. The population was sixth semester students of TIK Education

Research Program of PGRI Pontianak totaling 217 students. The sample was 135 students with proportional random

sampling techniques that determined by the Issac and Michael table. Data collection using a questionnaire. The data was

analyzed using regression analysis to test the hypotheses. The results showed that: (1) motivation has a positive and

significant effect on students’ psychomotor Ability; (2) creativity has a positive and significant effect on students’

psychomotor Ability; (3) motivation and creativity as in aggregate had a positive and significant effect on students’

psychomotor Ability with 68.88%; and (4) the contribution of motivation is 12.5% and creativity is 32.5% on students’

psychomotor Ability in the subject of Web Programming.

Keywords: Motivation; creativity; psychomotor ability.

I. INTRODUCTION

Information and Communication Technology (ICT) in

education has been growing rapidly. It can be seen the use of

technology in education as a learning resource, assist in the

dissemination of information and knowledge without limits

of time and space. Improvement of the quality in education

can be seen from various aspects such as through the

assessment process of learning which is divided into three

areas: cognitive, affective, and psychomotor. The success of

students in the learning process can be influenced by factors

of intern and extern. The factors of intern includes physical

and psychological.

One of the example of psychological factors is

motivation. If students’ learning motivation is high, it can

support the success of learning outcomes. But if students’

learning motivation is low, it will become an obstacle in

learning outcomes. Lecturers must be able to choose the

right variety in order to create an attractive learning

situations. If lecturers can do that, the students’ motivation

will be increase and students’ learning outcomes will be

achieved.

Web Programming is a subject that requires the students

to think creatively and able to develop a web-based program.

In this subject, students learn about the basic concepts and

design the web with a basic structure of Web Programming.

In the learning process of understanding the Web

Programming, the student obtained not only in terms of the

cognitive domain, but the main goal in this research is to

develop psychomotor ability of students.

A. Motivation
Motivation can be defined as everything that drives

behavior that requires or encourages a person to make ends.

Motivation is the driving force that caused the habbit to the

spesial purposes[1].

Motivation is essential to learning [2]. Motivation is an

essential component required in the learning process. For

students learning motivation can foster the spirit of learning

so that students are encouraged to conduct learning

activities. Students who have high motivation is able to

achieve higher performance. For professors find the

motivation to learn from the students was very necessary to

maintain and enhance the spirit of learning greater the

motivation that created the achievement of learning goals

will be even greater.

B. Creativity
Creativity is an experience in express and actualize

individual identity in the form of an integrated relationship

with oneself, with nature and with others [3]. Processing the

power of creativity to do with some of the activities

associated with the environment society or family society,

time, facilities and infrastructure, and more. Such activities

mailto:arpanmuhamad@gmail.com
mailto:dhewysulis@gmail.com
mailto:danar.santoso21@gmai.com

Journal of Education, Teaching and Learning

Volume 1 Number 2 September 2016. Page 71-75

p-ISSN: 2477-5924 e-ISSN: 2477-4878

can be a source of learning is effective in enhancing

creativity.

Creativity consists of common traits and processes are

different in each person, but there are some common features

that define creativity, which includes fluency, flexibility,

originality and elaboration. Although the general features of

creativity and the process differ from person to person there

are some common features that define creativity. They are

fluency, flexibility, originality and elaboration as follows [4].

Confidence, dare to take risks, enterprising, ambitious,

active adventure, curiosity, consideration, different,

tolerance, flexibility are some of the traits of creative people

[5].

C. Psychomotor Ability
Psychomotor ability is also known as process skills, the

skills that lead to the development of mental ability,

physical, and social fundamental as a driver of higher

capability within the individual students [6].

Psychomotor components, the dimensions of physical

action, in the form of the skills to do, can be trained with the

following activities: through select, prepare, assemble and

use a set of instruments appropriately and correctly.

Limitations of time and facilities in the lab is often a

constraint psychomotor development. To resolve these

matters, students should take advantage of spare time outside

the regular time schedule to train yourself to use the

equipment, of course, with the guidance of instructors [7].

Psychomotor learning outcomes can be seen directly in

some form of skills. Forms of psychomotor skills, namely:

(1) Movement reflex (movement skills at the unconscious);

(2) Skills in the unconscious movements; (3) The ability to

provide perceptual including visual, auditory distinguish

motor, and others; (4) The ability of the physical field, for

example, strength, harmony and precision; (5) Movements

skills, ranging from simple skills to the complex skills; and

(6) capability with respect to non sursive communications

such akspersif movement, interpretative [8].

Based on the background that has been described, this

research aims to determine: (1) the effect of motivation on

students’ psychomotor ability; (2) the effect of creativity on

students’ psychomotor ability; (3) the effect of motivation

and creativity as in aggregate on students’ psychomotor

ability; and (4) the contribution of motivation and creativity

on students’ psychomotor ability in the subject of Web

Programming on ICT Education of IKIP PGRI Pontianak.

II. METHOD

A. Types of Research
This research uses a quantitative approach with ex-

post facto type.

B. Time and Place of Research
The research was conducted in ICT Education of

IKIP PGRI Pontianak with the address at Jalan Ampera No.

88 Pontianak, Kalimantan Barat, Indonesia. Data collection

and processing of research conducted on March until July

2016.

C. Population and Sample of Research
Population of the research is the sixth semester of the

students of ICT Education on Web Programming subject.

Population numbers are 217 students. The research sample is

138 students. The sampling technique is using proportional

random sampling with Isaac and Michael table with level

error is 5%.

D. Data Collection Techniques and Research Instruments
The data that collected is related to students’

motivation, creativity, and psychomotor ability in Web

Programming. Data collection techniques using

questionnaires and documentation.

Questionnaires were completed by giving to the

students to get the value of motivation and creativity.

Documentation used to get the value of students’

psychomotor ability in Web Programming.

E. Data Analysis Techniques
Data analysis is used to process the data of research

variables. The analysis of this research is using descriptive

and inferential statistics.

Descriptive statistics are used to describe the data

without making a decision. Descriptive analysis include the

mean, median, mode, standard deviation, variance, and

skewness.

Inferential statistics are used to perform data

calculations and then the results are targeted at populations.

The inferential statistics in this research is simple and

multiple linear regression.

Before doing the data analysis, the data should tested

with the requirements analysis. Requirements analysis is

used to see the condition of the data is feasible or not,

including normality, linearity and multicollinearity test. Here

are the results of the test requirements analysis.
Table 1. Results of Testing Requirements Analysis

Variable Data Normality Data

Linearity

Data

Multicolinearity

Motivation 0,327 0,000 1,929

Creativity 0,089 0,000 1,929

Based on Table 1, the data of motivation and

creativity are normal, linear, and not correlated. Thus, the

data can continue to perform descriptive and inferential

statistical analysis.

III. RESULTS AND DISCUSSION

A. Results
The data of the research have been obtained and

tested its requirements, then the next step is make

calculations and analysis to answer the research hypothesis.

Here are the results of data analysis of the research.

Journal of Education, Teaching and Learning

Volume 1 Number 2 September 2016. Page 71-75

p-ISSN: 2477-5924 e-ISSN: 2477-4878

1) Descriptive Statistics Analysis
Descriptive statistics analysis describes the variables

in generally that consists of variable motivation, creativity,

and psychomotor ability. Based on questionnaires that given

to 138 students on Web Programming subject, the results are

are described as follows:

The results of data analysis of motivation that is

obtained by the mean is 76.95, median is 77, mode is 78, the

standard deviation is 8.745, variant is 76.482, and skewness

is -0.265.

Fig. 1 Histogram of Motivation

The results of data analysis of creativity that is

obtained by the mean is 68.50, median is 67, mode is 62,

standard deviation is 11.484, variant is 131.879, and

skewness is 0.422.

Fig. 2 Histogram of Creativity

The results of data analysis of psychomotor ability is

obtained by the mean is 75.44, median is 76, mode is 70,

standard deviation is 4.786, variant is 22.905, and skewness

is -0.090.

Fig. 3 Histogram of Psychomotor Ability

2) Inferential Statistics Analysis
Inferential statistics analysis is use to see whether or

not the correlation between the variables and determine the

correlation of the variables. Based on the analysis, the result

showed that the correlation value (r) of motivation (X1) and

psychomotor ability (Y) is 0.801 with the coefficient of

determination (r2) is 0.642.

The correlation value (r) of creativity (X2) and

psychomotor ability (Y) is 0.711 with the coefficient of

determination (r2) is 0.506. The correlation value (r) of

motivation (X1), creativity (X2), and psychomotor ability (Y)

as aggregate is 0.830 with the coefficient of determination

(r2) is 0.688. The details of the values can be seen in Table 2.
Table 2. Result of Model Summary

Variable R R Square Adjusted

R Square

Std. Error of

the Estimate

X1 – Y 0,801 0,642 0,639 2,875

X2 – Y 0,711 0,506 0,502 3,378

X1,X2 – Y 0,830 0,688 0,568 2,693

To see whether or not the effect can be seen from the

sig. of Anova table. The value of Sig. variable < 0.05 can be

used to see if the multiple regression model can be used to

predict the students’ psychomotor ability.

Here is the Anova summary of variable motivation

(X1), Creativity (X2), psychomotor ability (Y).
Table 3. Result of Anova

Variable F Sig

X1 – Y 238,287 0,000

X2 – Y 136,016 0,000

X1,X2 – Y 145,650 0,000

Based on Table 3, significance value to the

psychomotor ability (Y) of motivation (X1), creativity (X2),

and motivation and creativity (X1, X2) as in aggregate is

0,000. It means that the variables of motivation and

creativity can be used to predict the psychomotor ability (Y).

Furthermore, the next step is looking for the value of

simple and multiple linear regression. The correlation value

of motivation on psychomotor ability and creativity on

psychomotor Ability can be seen in Table 4.
Table 4. Summary of Simple Linear Regression Coefficient

Journal of Education, Teaching and Learning

Volume 1 Number 2 September 2016. Page 71-75

p-ISSN: 2477-5924 e-ISSN: 2477-4878

Variable
Unstandardized

Coefficients
T Sig

Constant X Constant X Constant X

X1 – Y 41,703 0,438 18,961 15,437 0,000 0,000

X2 – Y 55,139 0,296 31,249 11,663 0,000 0,000

Based on Table 4, the simple linear regression

equation obtained for motivation and psychomotor ability is:

Ŷ = 41,703 + 0,438X1

Meanwhile the simple linear regression equation for

creativity and psychomotor ability is:

Ŷ = 55,139 + 0,296X2

The correlation value of motivation and creativity as

in aggregate on psychomotor ability can be seen in Table 5
Table 5. Multiple Regression Coefficient

Model
Unstandardized Cofficients

T Sig.

B Std. Error

(Constant)

Motivation

Creativity

41,906

0,125

0,325

2,060

0,028

0,037

20,340

4,431

8,791

0,000

Based on Table 5, the multiple linear regression

equation obtained for motivation and creativity as in

aggregate on psychomotor ability is:

Ŷ = 41,906 + 0,125X1+ 0,325X2

B. Discussion
1) Effect of Motivation (X1) on Psychomotor Ability (Y)

Motivation plays an important role in the learning

process for both lecturers and students. Knowing the

students’ learning motivation is necessary for lecturers to

maintain and enhance the learning spirit of students. For

students’ side, learning motivation can increase the spirit of

learning on Web Programming.

Based on the analysis of the data, the motivation had

a positive and significant effect on students’ psychomotor

ability of Web Programming at 0.801 and coefficient

determination of 0.642 or 64.2%, that classified as good and

high. This is confirm the previous result that motivation had

a positive effect on students’ learning achievement of

Economic at 39.3% [9].

The regression equation of motivation (X1) on

psychomotor ability (Y) of Web Programming is Ŷ = 41.703

+ 0,438X1. It means that any increase in scores of student

learning motivation, it will be followed by a rise in scores of

students’ psychomotor ability of Web Programming.

2) Effect of Creativity (X2) on Psychomotor Ability (Y)
Creativity is an activity that raises high imaginative in

doing something so that it can get the good results.

Creativity in Web Programming is helping students to

improve psychomotor ability.

Based on the analysis of data, the creativity had

positive and significant effect on students’ psychomotor

ability of Web Programming at 0,711 and coefficient

determination at 0.506 or 50.6%, that classified as good and

high. This is confirm the previous result that creativity had a

effect on students’ learning achievement of Accounting at

21.9% [10].

The regression equation of creativity (X2) on

psychomotor ability (Y) on the subject of Web Programming

is Ŷ = 55.139 + 0,296X2. It means that any increase in

scores on the creativity of the students, it will be followed by

a rise in scores of psychomotor students’ ability of Web

Programming.

3) Effect of Motivation (X1) and Creativity (X2) as in
Aggregate on Psychomotor Ability (Y)

Psychomotor ability is a skill possessed by the

students. Psychomotor ability can improve the ability of the

students in critical thinking, synthesis and act that will be

more effective and efficient for the students in achieving a

good learning outcome of Web Programming.

Based on the results, the coefficient determination is

0.6888. It means that the motivation and creativity as in

aggregate give the effect of 68.88% on psychomotor ability,

while 31.12% effected by other variables outside of

motivation and creativity.

Multiple linear regression equation the effect of

motivation (X1) and creativity (X2) on psychomotor ability

(Y) on the subject of Web Programming is Ŷ = 41,906 +

0,125X1+ 0,325X2. It means that any increase in score of

motivation and creativity of students learning as in aggregate,

it will be followed by a rise in scores of students’

psychomotor ability of Web Programming.

4) The Value of Contribution of Motivation (X1) and
Creativity (X2) on Psychomotor Ability (Y)

Students’ psychomotor ability of Web Programming

effected by motivation and creativity. Based on the multiple

linear regression equation, it can be seen the contribution of

each variable of motivation and creativity are 12.5% and

32.5%. The greatest contribution of students’ psychomotor

ability based on the results of the research is the students’

creativity. This shows that creativity is an important factor in

improving the students’ psychomotor ability on Web

Programming.

IV. CONCLUSIONS

Motivation had positive and significant effect on

students’ psychomotor ability of Web Programming with

regression equation Ŷ = 41.703 + 0,438X1. The correlation

coefficient (r) is 0.801 and coefficient determination (r2) is

0.642. It means that the motivation variable has the effect of

64.2% of students’ psychomotor ability on Web

Programming while 35.8% is explained by factors other than

motivation.

Creativity had positive and significant effect on

students’ psychomotor ability of Web Programming with

regression equation Ŷ = 55,139 + 0,296X2. The correlation

coefficient (r) is 0.711 and the coefficient determination (r2)

is 0.506. It means that the variable creativity has the effect of

Journal of Education, Teaching and Learning

Volume 1 Number 2 September 2016. Page 71-75

p-ISSN: 2477-5924 e-ISSN: 2477-4878

50.6% of the students’ psychomotor ability while 49.3% is

explained by factors other than creativity.

Motivation and creativity as in aggregate had positive

and significant effect on students’ psychomotor of Web

Programming with regression equation Ŷ = 41,906 +

0,125X1+ 0,325X2. The correlation coefficient (R) is 0.830

and the coefficient determination (R2) is 0.6888. It means

that the variable of motivation and creativity as in aggregate

had the effect of 68.88% of the students’ psychomotor

abilitiy of Web while 31.12% is explained by other factors

other than motivation and creativity.

The contribution value of students’ creativity on

students’ psychomotor ability is 0.325 and the students’

motivation on students’ psychomotor ability is 0.125. It

means, based on the variables examined, the biggest

contribution that affect students’ psychomotor ability of

Web Programming is creativity.

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