7
Both definitions define that an alteration of learning is relatively stable. Through experience, students will learn that they need to study in order to do well
on a test. A student who has ability will have successful experience and better change in behavior. In contrast, a student who has less ability may have
unsuccessful experience and bad change of behavior. In summing up,
learning is process where the students’ alteration in behavior is depended on the ability of students’ experience and practices.
b. Definition of
Student’s Learning Achievement
Generally, achievement refers to something that somebody got after accomplished it up to particular point of time. Besides, achievement in learning
refers to the knowledge that students have learned up and usually is drawn by numeral or letter as a realization of achievement.
Similarly, Hornby states that achievement is a thing done successfully, especially with an effort and skill.
5
Further, Gronlund defined achievement as “it
is what a pupil has learned”
6
and it is added with Nunnally statement that “achievement is how much students’ have learned up to particular point of time”.
7
Additionally, Sukmadinata gives a specific meaning about students’
achievement. He said that achievement of students can be seen from mastering the subject that they have taken up. He also said that the achievement of students in
their school is signed by numeral 0-10 or letter A, B, C, D.
8
On the other words, achievement can be drawn both by a numeral or letter as a realization of
students’ achievement. Moreover, achievement means all things the people obtain from hisher
effort. But in education, achievement means the result of test design to determine
5
A. S. Hornby, Oxford Advanced Learner Dictionary, Oxford: Oxford Universisty Press, 1995, p. 10.
6
Norman E. Gronlund, Mesurement and Evaluation in Teaching, New York: Macmillan Publishing Co., Inc., 1976, p. 331.
7
Jum C. Nunnally, Educational Measurement and Evaluation, New York: Mc-Graw Hill Book Company, 1964, p. 345.
8
Nana Syaodih, Sukmadinata, Landasan Psikologi Proses Pendidikan, Bandung: PT Remaja Rosdakarya, 2007, p. 103.
8
a student’s mastery of a given academic area.
9
Achievement is what a person has already learned. It means achievement is the
child’s past learning that is his accumulated knowledge in a particular field.
10
Further, the other definition of learning achievement is the extent to which a person has achieved something
acquired certain information or mastered certain skills, usually as a result of specific instruction.
11
Related to achievement, Jihad and Haris have quoted the definition of the achievement from experts’ opinion, and then they conclude that learning
achievement is “pencapaian bentuk perubahan perilaku yang cenderung menetap
dari ranah kognitif, afektif, dan psikomoris dari proses belajar yang dilakukan dalam waktu tertentu yang sesuai dengan tujuan pengajaran.
”
12
In addition to definition of learning achievement, some experts express their idea, as follows:
1 Romizowski says that learning achievement is outputs from an input process systems, and
2 Sudjana states that learning achievement is one’s ability that he has after he
got learning experience. Furthermore, Sadker and Sadker express learning achievement as
students’ actions that they have discipline minds and adhere to traditional moral and
behavior. They demonstrate their competency in academic subjects or traditional skills through tests and writing.
13
In conclusion, learning achievement is the result of students past learning after instructional process in harmony with the
instructional objective in particular period of time.
9
Julian C. Stanley, Measurement in Today’s School, New Jersey: Prentice Hall, 1964,
p.2
10
Louis J. Karmel, Testing in Our Schools, New York: The Macmillan Company, 1966, p. 38.
11
M. Chabib Thoha, Teknik Evaluasi Pendidikan, Jakarta: Raja Grafindo Persada, 1996, p. 44.
12
Asep Jihad and Abdul Haris, Evaluasi Pembelajaran, Yogykarta: Multi Pressindo, 2008, p. 14-15.
13
Myra Pollack Sadker and David Miller Sadker, Teachers, Schools, and Society, New York: Mc-Graw Hill, 2005, p. 330.
