JRSSEM 2022, Vol. 01, No. 9, 1422 – 1439
E-ISSN: 2807 - 6311, P-ISSN: 2807 - 6494
DOI : 10.36418/jrssem.v1i9.155 https://jrssem.publikasiindonesia.id/index.php/jrssem/index
THE INFLUENCE OF STUDENT MOTIVATION, EXEMPLARY,
PERSONALITY AND GPAI LEARNING STRATEGIES ON THE
GROWTH OF CHARACTER VALUES IN STATE SENIOR
HIGH SCHOOL STUDENTS IN SALATIGA CITY
Amin Nurbaedi
1*
Sugiyo
2
Dardiri Hasyim
3
Program Doktor Pascasarjana UNU Surakarta
1,2,3
e-mail: aminnurbaedi@gmail.com
1
, sugiyo@mail.unnes.ac.id
2
, adardirihayim@gmail.com
3
*Correspondence: aminnurbaedi@gmail.com
Submitted: 24 March 2022, Revised: 05 April 2022, Accepted: 16 April 2022
Abstract. A teacher is a very important figure, because they will grow to be role models for their
students. The position of teachers as second parents for students is very strategic in order to
prepare the nation's next generation of quality. This study aims to determine the relationship of a
variable with other variables using multiple linear regression test. Regression analysis is used to
test the relationship between two or more variables, especially to explore the pattern of
relationships whose models are not fully known. The research used is a quantitative approach using
a correlational design. The results of this study are: 1) Motivation has a positive and significant
effect on the growth of character values in State Senior High School students in Salatiga City; 2)
Exemplary has a positive and significant effect on the growth of character values in state high
school students in Salatiga City. 3) Personality has a positive and significant effect on the growth
of character values in State Senior High School students in Salatiga City; 4) The GPAI learning
strategy has a positive and significant effect on the growth of character values in state high school
students in Salatiga City.
Keywords: student motivation; exemplary; personality; GPAI learning strategies; growth of
character values in students.
Amin Nurbaedi, Sugiyo, Dardiri Hasyim | 1423
DOI : 10.36418/jrssem.v1i9.155 https://jrssem.publikasiindonesia.id/index.php/jrssem/index
INTRODUCTION
Teachers as educators are central
figures in the world of education, each
teacher is expected to have ideal
personality characteristics in accordance
with psychological-pedagogical
requirements because teachers have dual
roles as teachers as well as educators.
Hazana Itriya said: "Teachers in schools
do not only transfer a number of knowledge
to students but more than that teacher must
also be able to empower the talents of
students, foster their different attitudes and
skills (Ismatullah 2019); (Abdullah 2019).
Furthermore, Ahmad Syauqy wrote his
opinion:
) ( يقوش دمحأ1868 -
1932)
It means: "Indeed, the school is the core
of every improvement/renewal, in which
there are noble teachers who are also
glorified by the community as Syauqi said
about the virtues of a teacher."
Based on these two views, the teacher
as a true educator is a person who can
enjoy every teaching that is carried out, for
him educating is pleasure above all existing
pleasures, and he is happy to live it as a
professional task of an educator, caring in
paying attention to every detail of his
professional duties, a Teachers are very
important figures, because they will grow
to be role models for their students, both in
pronunciation, deed, inside or outside
school, things that must be owned by a
teacher, namely having high moral values,
having sincerity in every job, carry out their
obligations, and have a strong personality,
it is from this that a teacher will be
respected by the community.
Various forms of innovation and reform
have been engineered starting from the
learning system, curriculum, teacher
scholarships, and up to "standard schools"
in various forms. However, it has not been
able to bring forth reliable students'
characters. The results of our education
today are still thick at the cognitive level
and have not touched aspects of character
with honest, trustworthy, tough, and
competitive morality (Zhang 2021); (Soini,
Pietarinen, and Pyhältö 2013); (Hadgraft
and Kolmos 2020).
A state and within that gives strength,
which activates or moves. hence it is called
'drive' or 'motivation' and which directs or
channels behavior towards goals. Learning
motivation can arise due to 'intrinsic
factors. in the form of desire and desire to
succeed and encouragement of learning
needs, hopes for ideals (Hutajulu, Wijaya,
and Hidayat 2019). The extrinsic factors are
the rewards, a conducive learning
environment, and interesting learning
activities. Learning motivation also affects
learning achievement. When learning
motivation is lacking, the learning
achievement is also less satisfactory.
Rahmatullah said: “Without having a
good competence a teacher may not have a
good performance. On the contrary, a
teacher who has good competence does not
necessarily have a good performance. A
teacher is the same with competence and
motivation to pay the tasks and motivation
to thrive” (Rahmatullah 2016).
The role of competence for a teacher is
1424 | The Influence of Student Motivation, Exemplary, Personality and GPAI Learning
Strategies on the Growth of Character Values in State Senior High School Students in
Salatiga City
very important and strategic for the
effectiveness and productivity of his work
in the field, in this era of openness, a
teacher is required to have optimal
competence support, supported by the
convincing performance so that the
credibility of a professional teacher can be
raised, from this we can understand when
The government mandates 4 (four)
competencies which are requirements for a
teacher to be said to be a professional
teacher, 4 (four) which are meant are
professional, personality, pedagogic, and
social for religious teachers plus one more,
namely leadership.
The Islamic Education System has
provided an understanding that the
position of the teacher is placed as a very
important figure, it is even stated that a
student or student cannot get the benefits
and blessings of the knowledge he learns if
he cannot respect and honor a teacher. On
the one hand, this can train a student's
moral character, but on the other hand, in
the current era, this can make a teacher
have an arbitrary attitude towards students,
especially when the teacher has problems
in his life.
The qualities of an educator in order to
become an effective and productive
teacher in guiding students must have ideal
personality characteristics, namely: 1)
zuhud, not prioritizing material and
teaching because they seek the pleasure of
Allah alone; 2) the cleanliness of the
teacher, both physically and spiritually; 3)
sincere in work; 4) forgiving; 5) a teacher is
a father before he is a teacher; 6) must
know the character of students; 7) must
master the subject (Fasih 2016); (Baba
2018).
Goodlad argues, that moral
consideration of education, and as a result
of the teacher's responsibility is not just a
separate part of the work of the teacher,
but is integrated with everything that the
teacher does both inside and outside
(Curren 2015); (Lauermann 2014);
(Lauermann and Karabenick 2013).
An ideal teacher at this time is those
who have an educator spirit who is able to
understand in detail the characteristics of
the task by prioritizing care, calm, wisdom,
within the scope of worship to Allah SWT.
so that from being able with sincerity, he is
able to side with students as subjects of
education.
Character is a root word from Latin that
means chiseled, life is like an iron block,
when carved with the care it will become an
amazing masterpiece. Likewise with the
character of our children, if we direct and
shape the character of our children with
great care and in the right way, the good
character of our children will also be
produced. or the character of a person who
becomes a special personality as a driver
and motivator and distinguishes him from
the others, this must be imbued by the
teacher as educators and students in
particular and in general to the school
community.
A learning strategy is a form of a
teacher-centered approach to learning
(teacher-centered approach), it is said
because in this strategy the teacher plays a
very dominant role (Darmadi, 2018: 114).
Through this strategy, the teacher conveys
learning material in a structured manner
with the hope that the subject matter
Amin Nurbaedi, Sugiyo, Dardiri Hasyim | 1425
presented can be mastered by students
well. The main focus of this strategy is
students' academic achievement.
Being a teacher in the millennial era as
it is today, you must be able to organize
your heart, organize your attitude, not be
too material-oriented, sincere in carrying
out your professional duties, always be able
to inspire, motivate students, and
sometimes even have to be ready as a
companion for students, able to create a
supportive environment so that students
can develop as expected
The position of teachers as second
parents for students is very strategic in
order to prepare quality future generations,
in order to organize a social order to
become a more advanced and more
dignified nation, the position of students
will be greatly colored by the behavior and
attitude of a teacher. In Javanese terms, it is
said that guru is an abbreviation for figure
and it is imitated in other terms, it is also
found that the pea moso ninggalo lanjaran
is also found, so at least a teacher must
have the principle of "love what you will do,
and do what you love".
Today the education system in
Indonesia is more directed at the formation
of children's character which must be
adapted to the child's world, and must also
be adapted to the spirit of the child's
growth and development. Through family
education, school, and social environment,
or what we know as Tri Education Center,
children can know and develop their
character. So, in this case, the three
environments must be a good and positive
environment, especially the family
environment, because the family is the first
world that children will meet and
experience. Parents have a very important
role in the formation of children's character
and religious education is the most
important education that must be taught
and instilled in children from an early age.
Religion as an essential element in the
human personality can provide a positive
role in the course of human life, its truth can
still be absolutely believed. Religious
education acts as a controller and
controller of behavior or actions that are
born from a desire based on emotion. If
religious education is used to be used as a
guide in everyday life and has been instilled
from an early age, then his behavior will be
more controlled and controlled.
The formation of a quality generation
begins with an educational output that has
been consistently understood since the
beginning of the education, subject matter
as material that will be given to students
according to the characteristics they have
both as individuals, socially, and believe in
God Almighty, therefore The basis of
Islamic education is the Qur'an and the
Sunnah of the Prophet. From these two
things, all the necessities of life for every
human being have been explained in detail,
and on these two pillars, the basic concept
of Islamic education is built according to
human nature.
Moh. Rofiq suggests several
educational concepts that have a lot of
influence in various Islamic educational
institutions, namely: 1) the motivation of
great appreciation for science and scholars;
2) filter concept towards science and
scholars; 3) the concept of knowledge
transmission which tends to be rote; 4)
technical tips for utilizing the potential of
the brain, both in natural therapy or
1426 | The Influence of Student Motivation, Exemplary, Personality and GPAI Learning
Strategies on the Growth of Character Values in State Senior High School Students in
Salatiga City
psychological morals. These points are all
conveyed in a strict moral context, so in
many ways, he does not only talk about
educational ethics in the form of
motivation but also its manifestation in
technical forms (Moh. Rofiq, 2006: 103).
Furthermore, Haidar Putra Daulay and
Nurgaya Pasa said that this pillar will give
birth to the opinions of Muslim scholars
and scholars on the basis of Islamic
education. Thus the third basis of Islamic
law was born, namely the ijtihad of Muslim
scholars and scholars regarding Islamic
education (Bashori, Prasetyo, and Susanto
2020).
The existence of character education is
the soul of Islamic education itself, and
Islam has concluded that character and
moral education is the soul of Islamic
education. Achieving perfect morals which
is a representation of one's maturity is an
essential goal of education itself. But this
does not mean that we are not concerned
with physical education or reason or
science or other practical aspects, but it
means that we pay attention to aspects of
moral education as well as other aspects,
only the position of morality, in this case, is
the foundation. base.
Children need strength in body, mind,
knowledge, and children also need
education in character, feelings, will, ideals
and personality (Sanderse 2013). This is in
line with Ridhoul Wahidi who said that:
“Islamic education has integrated basic
concepts that actually exist, but have not
been fully implemented. The concepts of
integrated Islamic education referred to by
the author are divided into two major
aspects. Internal aspects (aqidah and heart
education) and external aspects (morals,
physical and spiritual, social, intellectual,
and sex)” (Ridhoul Wahidi, 2014).
Indicators that appear in the current
dynamics are rampant brawls, immoral
acts, lack of etiquette in socializing among
students, and increasing juvenile
delinquency, as well as many cases of
mugging and other crimes involving
students. mass, both print and electronic,
including social media.
The implementation of character
education at this school is very important
for a change. The changes needed do not
have to change the applicable curriculum
but the emergence of new attitudes and
new skills from teachers, principals, and
school counselors, so that from here the
teacher will become a role model that is
directly observed by students. These new
attitudes and skills are requirements that
must be met. fulfilled (condition sine qua
non) for the successful implementation of
character education in Indonesia. It seems
that the change in attitude and mastery of
the required skills can only be developed
through focused, sustainable, and systemic
in-service education.
Character as a 'moral excellence' or
morality is built on various virtues (virtues)
which in turn only have meaning when it is
based on the values prevailing in the
culture (nation). The character of the
Indonesian nation is the character
possessed by citizens of the Indonesian
nation based on actions that are judged as
a virtue-based on the values prevailing in
the Indonesian society and nation.
Therefore, character education is directed
at efforts to develop the values that
Amin Nurbaedi, Sugiyo, Dardiri Hasyim | 1427
underlie a virtue so that it becomes a
citizen's personality.
Changes taking place in the world
today teach us to care more about
education. Despite the many positive
effects of globalization, it cannot be denied
that this comes along with negative effects
(Malär et al. 2011).
The world of the XXI century is now
significantly different from the world of the
twentieth century, on a macro scale the
world of the XXI century is now at least
marked by 6 (six) important trends, namely
(a) the ongoing digital revolution that is
increasingly extraordinary which changes
the joints of life, culture, civilization. , and
society, including education, (b) the
occurrence of increasingly intensive
integration of parts of the world due to
internationalization, globalization,
multilateral relations, communication
technology, and transportation technology,
(c) the ongoing flattening of the world (the
world is flat) as a result of various
fundamental changes in the dimensions of
human life, mainly due to the globalization
of countries, corporations, and individuals,
(d) very fast world changes that cause the
world to seem to be running hel the
growing knowledge society, the
information society i (information society),
and a network society that makes
knowledge, information, and networks very
important capital, and (f) the increasingly
assertive phenomenon of the creative age
and creative society that places creativity
and innovation as important capital for
individuals, companies, and society. These
six things have given rise to a new order,
new measures, and new needs that are
different from the previous ones, which
must be responded to and fulfilled by the
world of national education as well as
possible.
According to A. Qodri Azizy, one of the
keywords of the development of
globalization is competition in all fields, in
a competition, the winner is the best in
terms of knowledge, that, network, product
quality, service, integrity, and
accountability. Not much different from the
previous opinion, M. Amin Abdullah
indicated that the industrial revolution 4.0
today, the world has been mentioned more
and more recently, is a direct impact on the
success in the field of the communication
technology revolution, in this
comprehensive cultural flow, almost all
aspects of human life have changed. ,
ranging from individual life, relationships
between family members, social life,
nationhood, state, marriage system,
increasingly sophisticated crime rates, the
sophistication of thought, various
intellectual training, changing lifestyles,
and many more, not only in the physical
area. -materials are changed by the current
global culture, but non-material areas such
as ways of thinking, socializing, behaving,
life goals, are automatically forced to
change.
With regard to education, the authors
note that 2015 was the last year of the
Education For All policy agenda, the
Millennium Development Goals, and the
national education agenda. Regarding the
non-education sector, 2015 was the year
the ASEAN Economic Community began,
the enactment of various new laws and
regulations, and the commencement of
new policies by the Indonesian
government. Therefore, 2015 became an
1428 | The Influence of Student Motivation, Exemplary, Personality and GPAI Learning
Strategies on the Growth of Character Values in State Senior High School Students in
Salatiga City
important milestone in the affairs of
government and society in Indonesia, one
of which was the affairs of Indonesia's
national education. In this regard, the
foundations of Indonesia's national
education need to be reorganized or re-
transformed
The realignment or transformation of
Indonesia's national education is intended
to provide responses and answers to new
challenges, demands, and needs as a
consequence of various current conditions.
This shows that the realignment or
transformation of Indonesia's national
education is a historical task (imperative)
that must be done seriously. In the author's
opinion, there are at least three fairly basic
reasons, namely:
First, the nations of the world that are
currently experiencing significant progress,
such as Japan, Singapore, South Korea, the
People's Republic of China, and Finland,
have been supported or supported by
good, quality, and advanced education. In
various education rankings at the global
level, for example, Learning Curve, TIMSS
(Trends in International Mathematics and
Science Study), and PISA (Program for
International Student Assessment), these
countries always rank at the top.
Second, various international and
national studies on Indonesian education
provide justification for how urgent the
transformation of Indonesia's national
education is now. Reports from the World
Bank, UNDP, and UNESCO on Indonesian
education recommend a targeted
transformation of Indonesia's national
education so that Indonesia is able to grow
and develop properly, avoiding the pitfalls
that lead to various downturns on the one
hand and on the other being able to take
advantage of opportunities. open
opportunities.
Third, various facts and evidence of the
performance of national education that has
been published by various parties mandate
the urgency of restructuring or
transformation of Indonesia's national
education in a comprehensive and
systematic manner. The realignment or
transformation of Indonesia's national
education can be started by relocating
character as the spirit of the deepest
dimension of national education side by
side with an intellect which is reflected
incompetence, with strong-tough
character along with high competence,
produced by good education, various
needs, challenges, and new demands can
be met or overcome
The notion of character refers to the
understanding in English, which is
translated as morality. Morality contains
several meanings, namely: customs,
manners, and behavior. Meanwhile,
according to the draft competency-based
curriculum, character contains the value of
human behavior which will be measured
according to goodness and badness
through religious norms, legal norms,
manners, manners, cultural norms, and
community customs. The character will
identify positive behaviors that are
expected to be realized in the actions,
words, thoughts, attitudes, feelings, and
personalities of students (Nurul Zuriah,
2015: 17). Education is an effort to promote
the growth of character (inner strength,
character), mind (intellect), and the child's
Amin Nurbaedi, Sugiyo, Dardiri Hasyim | 1429
body. The parts should not be separated so
that we can advance the perfection of our
children's lives."
METHODS
The approach used in this research is a
quantitative approach or statistical data
analysis. What is meant by a quantitative
approach is "research that focuses on
presenting data in the form of numbers or
quantitatively scored (scoring) using
statistics".
The quantitative approach emphasizes
the existence of variables as the object of
research and these variables must be
defined in the operationalized form of each
variable. Reliability and validity are absolute
requirements that must be met in using this
research because these two elements will
determine the quality of research results
and the ability to replicate and generalize
the use of similar research models.
Furthermore, quantitative research requires
the existence of hypotheses and their
testing which will then determine the next
stages, such as determining the analytical
techniques and statistical formulas to be
used ost facto method. The research
method used by the author in this study by
looking at the existing considerations is the
Ex Post Facto research method. Sukardi
explained about Ex Post Facto that "Ex post-
Facto research is research in which a series
of independent variables has occurred when
researchers begin to observe the dependent
variable".
The instrument in this research is a
closed questionnaire, which is a list of
questions that the respondents themselves
must respond to by choosing alternative
responses/answers that have been
provided.
The Instrument Grid can be seen as
follows:
Table 1. Grid of Character Education Strengthening Instruments (PPK)
Variable
Indicator
Item Number
Amount
Strengthening
Character
Education
Implementation of the
PPK program on
habituation before
learning PAI subjects
begins.
1,2,3,4,5,6
6
Implementation of PPK-
integrated PAI learning.
7,8,9,10,11,12,13,14, 15,16
10
The impact of the PPK
program on the
character and
improvement of PAI
learning achievement of
students.
17,18,19,20,21,22,23,24,25
9
Amount
25
25
1430 | The Influence of Student Motivation, Exemplary, Personality and GPAI Learning
Strategies on the Growth of Character Values in State Senior High School Students in
Salatiga City
Tabel 2. Kisi-Kisi Instrumen Motivasi Siswa
Variable
Indicator
Item Number
Amount
Student
Motivation
Study preparation
1,2
2
Completeness of
learning, psychological
readiness, physical
readiness, and learning
materials
3,4
2
Following the teaching
and learning process
5,6,7
3
Have attention in
learning, active in
learning, and choosing a
seat
8,9
2
Follow up the teaching
and learning process
10,11
2
Repeating lessons that
have been explained by
the teacher
12,13,14
3
Asking material that is
not understood to
friends, parents and
teachers, and
15,16,17,18,19,20,21
7
Looking for additional
lesson material
22,23
2
Amount
23
23
Tabel 3. Kisi-Kisi Instrumen Keteladanan Guru
Variable
Indicator
Item Number
Amount
Exemplary
PAI teachers are role
models in aqidah.
1,2
2
PAI teachers are role
models in worship.
3,4
2
PAI teachers are role
models in morals.
5,6,7,8,9
5
PAI teachers are role
models in their work.
10,11,12,13
4
Amount
13
13
Amin Nurbaedi, Sugiyo, Dardiri Hasyim | 1431
Tabel 4. Kisi-Kisi Instrumen Kepribadian Guru
Variable
Indicator
Item Number
Amount
Teacher's
Personality
PAI teachers have a steady
and stable personality.
1,2,3,4
4
PAI teachers have mature
personalities.
5,6
2
PAI teachers have wise
personalities.
7,8
2
PAI teachers have
authoritative personalities.
9,10
2
PAI teachers have noble
character and can be role
models.
11,12,13
3
Amount
13
13
Tabel 5. Kisi-Kisi Instrumen Strategi Pembelajaran GPAI
Variable
Indicator
Item Number
Amount
GPAI Learning
Strategy
The teacher's ability to
convey PAI learning
objectives
1,2,3,4,5
5
The ability of teachers in
delivering PAI material.
6,7,8,9
4
The teacher's ability to
use the PAI learning
method
10,11,12,13
4
Teacher's ability to use PAI
Learning Media and
Resources
14, 15,16,17,18
5
The teacher's ability to
use PAI learning
evaluation.
19,20,21,22,23
5
Amount
23
23
In this study, there are two kinds of
relationships between two or more
variables, namely the form of the
relationship and the closeness of the
relationship. To determine the form of the
relationship used regression analysis.
"Regression analysis is used to examine the
relationship between two or more
variables, especially to explore the pattern
of relationships whose models are not yet
fully known" (Muhammad Nisfiannoor,
2019: 103). The usefulness of regression
analysis is "to predict the value of the
dependent variable (Y) if the independent
variable (X) is two or more".
The formula that can be used to find a
1432 | The Influence of Student Motivation, Exemplary, Personality and GPAI Learning
Strategies on the Growth of Character Values in State Senior High School Students in
Salatiga City
and b is:
( )
( )
−
−
=
−=
−
=
2
2
XX.N.
YXXY.N
b
XbY
.N.
XbY
a
Description:
i
Y
= the average score of the variable
X
i
X
= Y variable mean score
RESULTS AND DISCUSSION
The Effect of Student Motivation,
Exemplary, Personality and GPAI
Learning Strategies on the Growth of
Character Values in Students at SMA
Negeri 1 Salatiga
1. The Effect of Motivation on the Growth
of Character Values in Students
The results of this study explain that
the validity of motivation has a positive
and significant effect on the growth of
character values in SMA Negeri 1
Salatiga students. This value is
significant at the 0.05 level of
significance with a p-value of 0.000.
This result is supported by the value
while tcount (3.760) > ttable (1.987). So
Ho is rejected and Ha is accepted.
Motivation has a very important
role in the growth of character values in
students. When teachers motivate
students, students will be enthusiastic
in participating in learning activities and
can grow students' character to
become better individuals.
This proves that there is a
significant influence on motivation on
the growth of character values in
students. Student motivation can
support the increase in the growth of
character values in students.
2. The Effect of Example on the Growth of
Character Values in Students
The results of this study explain that
the validity of exemplary has a positive
and significant effect on the growth of
character values in SMA Negeri 1
Salatiga students. This value is
significant at the 0.05 level of
significance with a p-value of 0.000.
This result is supported by the value
while tcount (1.990) > ttable (1.987). So
Ho is rejected and Ha is accepted.
Exemplary has a very important role
in the growth of character values in
students. When the teacher sets an
example for students, students will
imitate the good things that are given
by the teacher and can distinguish
between good and bad deeds, so that
students can grow character to become
good individuals.
This proves that there is a
significant influence on the example
given by the teacher on the growth of
character values in students. The
example given by the teacher can
support the increase in the growth of
character values in students.
3. The Influence of Personality on the
Growth of Character Values in Students
The results of this study explain that
the validity of personality has a positive
and significant effect on the growth of
character values in SMA Negeri 1
Salatiga students. This value is
significant at the 0.05 level of
significance with a p-value of 0.001.
Amin Nurbaedi, Sugiyo, Dardiri Hasyim | 1433
This result is supported by the value
while tcount (3.573) > ttable (1.987). So
Ho is rejected and Ha is accepted.
Personality has a very important
role in the growth of character values in
students. When students have a good
personality, students will easily interact
socially both at school, at home or in
their environment, so that they can
grow character in students to become
good personalities.
This proves that there is a
significant influence on personality on
the growth of character values in
students. Good personality that is done
by students can support the increase in
the growth of character values in
students.
4. The Influence of GPAI Learning Strategy
on Character Value Growth in Students
The results of this study explain that
the validity of the GPAI learning
strategy has a positive and significant
effect on the growth of character values
in SMA Negeri 1 Salatiga students. This
value is significant at the 0.05 level of
significance with a p-value of 0.000.
This result is supported by the value
while tcount (4.393) > ttable (1.987). So
Ho is rejected and Ha is accepted.
The GPAI learning strategy has a
very important role in the growth of
character values in students. When PAI
teachers use the right strategies,
students will easily understand the
context of PAI learning well and
students can innovate in learning, so
that they can grow students' character
to become good personalities.
This proves that there is a
significant influence on the GPAI
learning strategy on the growth of
character values in students. GPAI
learning strategies can support the
increase in the growth of character
values in students.
The Effect of Student Motivation,
Exemplary, Personality, and GPAI
Learning Strategies on the Growth of
Character Values in Students at SMA
Negeri 2 Salatiga
1. The Effect of Motivation on the Growth
of Character Values in Students
The results of this study explain that
the validity of motivation has a positive
and significant effect on the growth of
character values in SMA Negeri 2
Salatiga students. This value is
significant at the 0.05 level of
significance with a p-value of 0.000.
This result is supported by the value
while tcount (4.587) > ttable (1.987). So
Ho is rejected and Ha is accepted.
Motivation has a very important
role in the growth of character values in
students. When teachers motivate
students, students will be enthusiastic
in participating in learning activities and
can grow students' character to
become better individuals.
This proves that there is a
significant influence on motivation on
the growth of character values in
students. Student motivation can
support the increase in the growth of
character values in students.
2. The Effect of Example on the Growth of
Character Values in Students
The results of this study explain that
the validity of exemplary has a positive
and significant effect on the growth of
1434 | The Influence of Student Motivation, Exemplary, Personality and GPAI Learning
Strategies on the Growth of Character Values in State Senior High School Students in
Salatiga City
character values in SMA Negeri 1
Salatiga students. This value is
significant at the 0.05 level of
significance with a p-value of 0.000.
This result is supported by the value
while tcount (6,330) > ttable (1,987). So
Ho is rejected and Ha is accepted.
Exemplary has a very important role
in the growth of character values in
students. When the teacher sets an
example for students, students will
imitate the good things that are given
by the teacher and can distinguish
between good and bad deeds, so that
students can grow character to become
good individuals.
This proves that there is a
significant influence on the example
given by the teacher on the growth of
character values in students. The
example given by the teacher can
support the increase in the growth of
character values in students.
3. The Influence of Personality on the
Growth of Character Values in Students
The results of this study explain that
the validity of personality has a positive
and significant effect on the growth of
character values in SMA Negeri 1
Salatiga students. This value is
significant at the 0.05 level of
significance with a p-value of 0.000.
This result is supported by the value
while tcount (9.430) > ttable (1.987). So
Ho is rejected and Ha is accepted.
Personality has a very important
role in the growth of character values in
students. When students have a good
personality, students will easily interact
socially both at school, at home, or in
their environment, so that they can
grow character in students to become
good personalities.
This proves that there is a
significant influence on personality on
the growth of character values in
students. A good personality that is
done by students can support the
increase in the growth of character
values in students.
4. The Influence of GPAI Learning Strategy
on Character Value Growth in Students
The results of this study explain that
the validity of the GPAI learning
strategy has a positive and significant
effect on the growth of character values
in SMA Negeri 1 Salatiga students. This
value is significant at the 0.05 level of
significance with a p-value of 0.000.
This result is supported by the value
while tcount (7.359) > ttable (1.987). So
Ho is rejected and Ha is accepted.
The GPAI learning strategy has a
very important role in the growth of
character values in students. When PAI
teachers use the right strategies,
students will easily understand the
context of PAI learning well and
students can innovate in learning so
that they can grow students' character
to become good personalities.
This proves that there is a
significant influence on the GPAI
learning strategy on the growth of
character values in students. GPAI
learning strategies can support the
increase in the growth of character
values in students.
The Effect of Student Motivation,
Amin Nurbaedi, Sugiyo, Dardiri Hasyim | 1435
Exemplary, Personality, and GPAI
Learning Strategies on the Growth of
Character Values in Students at SMA
Negeri 3 Salatiga
1. The Effect of Motivation on the Growth
of Character Values in Students
The results of this study explain that
the validity of motivation has a positive
and significant effect on the growth of
character values in SMA Negeri 2
Salatiga students. This value is
significant at the 0.05 level of
significance with a p-value of 0.004.
This result is supported by the value
while tcount (2,914) > ttable (1,987). So
Ho is rejected and Ha is accepted.
Motivation has a very important
role in the growth of character values in
students. When teachers motivate
students, students will be enthusiastic
in participating in learning activities and
can grow students' character to
become better individuals.
This proves that there is a
significant influence on motivation on
the growth of character values in
students. Student motivation can
support the increase in the growth of
character values in students.
2. The Effect of Example on the Growth of
Character Values in Students
The results of this study explain that
the validity of exemplary has a positive
and significant effect on the growth of
character values in SMA Negeri 1
Salatiga students. This value is
significant at the 0.05 level of
significance with a p-value of 0.000.
This result is supported by the value
while tcount (6.436) > ttable (1.987). So
Ho is rejected and Ha is accepted.
Exemplary has a very important role
in the growth of character values in
students. When the teacher sets an
example for students, students will
imitate the good things that are given
by the teacher and can distinguish
between good and bad deeds, so that
students can grow character to become
good individuals.
This proves that there is a
significant influence on the example
given by the teacher on the growth of
character values in students. The
example given by the teacher can
support the increase in the growth of
character values in students.
3. The Influence of Personality on the
Growth of Character Values in Students
The results of this study explain that
the validity of personality has a positive
and significant effect on the growth of
character values in SMA Negeri 1
Salatiga students. This value is
significant at the 0.05 level of
significance with a p-value of 0.001.
This result is supported by the value
while tcount (3.421) > ttable (1.987). So
Ho is rejected and Ha is accepted.
Personality has a very important
role in the growth of character values in
students. When students have a good
personality, students will easily interact
socially both at school, at home, or in
their environment, so that they can
grow character in students to become
good personalities.
This proves that there is a
significant influence on personality on
the growth of character values in
students. A good personality that is
done by students can support the
1436 | The Influence of Student Motivation, Exemplary, Personality and GPAI Learning
Strategies on the Growth of Character Values in State Senior High School Students in
Salatiga City
increase in the growth of character
values in students.
4. The Influence of GPAI Learning Strategy
on Character Value Growth in Students
The results of this study explain that
the validity of the GPAI learning
strategy has a positive and significant
effect on the growth of character values
in SMA Negeri 1 Salatiga students. This
value is significant at the 0.05 level of
significance with a p-value of 0.01. This
result is supported by the value while
tcount (2,645) > ttable (1,987). So Ho is
rejected and Ha is accepted.
The GPAI learning strategy has a
very important role in the growth of
character values in students. When PAI
teachers use the right strategies,
students will easily understand the
context of PAI learning well and
students can innovate in learning so
that they can grow students' character
to become good personalities.
This proves that there is a
significant influence on the GPAI
learning strategy on the growth of
character values in students. GPAI
learning strategies can support the
increase in the growth of character
values in students.
CONCLUSIONS
Based on the results of the analysis and
discussion described above, it can be
concluded that:
1. Motivation has a positive and
significant effect on the growth of
character values in State Senior High
School students in Salatiga City with the
following evidence:
a. Motivation has a positive and
significant effect on the growth of
character values in SMA Negeri 1
Salatiga students. This value is
significant at the 0.05 level of
significance with a p-value of 0.000.
This result is supported by the value
while tcount (3.760) > ttable (1.987).
b. Motivation has a positive and
significant effect on the growth of
character values in SMA Negeri 2
Salatiga students. This value is
significant at the 0.05 level of
significance with a p-value of 0.000.
This result is supported by the value
while tcount (4.587) > ttable (1.987).
c. Motivation has a positive and
significant effect on the growth of
character values in SMA Negeri 3
Salatiga students. This value is
significant at the 0.05 level of
significance with a p-value of 0.004.
This result is supported by the value
while tcount (2,914) > ttable (1,987).
2. Exemplary has a positive and significant
effect on the growth of character values
in State Senior High School students in
Salatiga City with the following
evidence:
a. Exemplary has a positive and
significant effect on the growth of
character values in SMA Negeri 1
Salatiga students. This value is
significant at the 0.05 level of
significance with a p-value of 0.000.
This result is supported by the value
while tcount (1.990) > ttable (1.987).
b. Exemplary has a positive and
significant effect on the growth of
Amin Nurbaedi, Sugiyo, Dardiri Hasyim | 1437
character values in SMA Negeri 2
Salatiga students. This value is
significant at the 0.05 level of
significance with a p-value of 0.000.
This result is supported by the value
while tcount (6,330) > ttable (1,987).
c. Exemplary has a positive and
significant effect on the growth of
character values in SMA Negeri 3
Salatiga students. This value is
significant at the 0.05 level of
significance with a p-value of 0.000.
This result is supported by the value
while tcount (6.436) > ttable (1.987).
3. Personality has a positive and
significant effect on the growth of
character values in State Senior High
School students in Salatiga City as
evidenced as follows:
a. Personality has a positive and
significant effect on the growth of
character values in SMA Negeri 1
Salatiga students. This value is
significant at the 0.05 level of
significance with a p-value of 0.001.
This result is supported by the value
while tcount (3.573) > ttable (1.987).
b. Personality has a positive and
significant effect on the growth of
character values in SMA Negeri 2
Salatiga students. This value is
significant at the 0.05 level of
significance with a p-value of 0.000.
This result is supported by the value
while tcount (9.430) > ttable (1.987).
c. Personality has a positive and
significant effect on the growth of
character values in SMA Negeri 3
Salatiga students. This value is
significant at the 0.05 level of
significance with a p-value of 0.001.
This result is supported by the value
while tcount (3.421) > ttable (1.987).
4. The GPAI learning strategy has a
positive and significant effect on the
growth of character values in State
Senior High School students in Salatiga
City, with the following evidence:
a. The GPAI learning strategy has a
positive and significant effect on
the growth of character values in
SMA Negeri 1 Salatiga students.
This value is significant at the 0.05
level of significance with a p-value
of 0.000. This result is supported by
the value while tcount (4.393) >
ttable (1.987).
b. The GPAI learning strategy has a
positive and significant effect on
the growth of character values in
SMA Negeri 2 Salatiga students.
This value is significant at the 0.05
level of significance with a p-value
of 0.000. This result is supported by
the value while tcount (7.359) >
ttable (1.987).
c. The GPAI learning strategy has a
positive and significant effect on
the growth of character values in
SMA Negeri 3 Salatiga students.
This value is significant at the 0.05
level of significance with a p-value
of 0.01. This result is supported by
the value while tcount (2,645) >
ttable (1,987).
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for possible open access publication
under the terms and conditions of the Creative
Commons Attribution (CC BY SA) license
(https://creativecommons.org/licenses/by-sa/4.0/).
