In general, the results of the stud

In general, the results of the study indicate that students who were exposed to the constructive instruction obtained a significantly higher mean post-test score on their academic achievement than the students who were exposed to the customary teaching models and techniques. This result affirms the theory of Bloom’s on Mastery Learning which posits that the approach conceals the disparities of the incomparable academic performance and achievement of students across their learning abilities. It likewise affirm Bandura and Zimmerman’s Self-Regulated Learning strategy as it conjectures that student-learners gather and effectively use corrective learning feedbacks to improve his performance in a varied and challenging environment. Hence, the Bloom’s Mastery Learning Approach (MLA) becomes more effective when it converges with Bandura and Zimmerman’s Self-regulated Learning strategy (SRL) as it improves better the students’ academic achievement, self-concept, and learning strategies
The result also conforms to the findings of Martinez & Martinez (2001), Lawrence (2003), Guskey (2005), Kazu (2005) and Wambagu & Changeiywo (2006) when they concluded that Mastery Learning Approach and Self-Regulated Learning Strategy increase students academic performance and achievement across their learning abilities towards the subject.
Table 4. The Relationship between the Students’ Motivation in Learning Science and their Academic Performance in Biology

Hasil (Bahasa Indonesia) 2:

Secara umum, hasil penelitian menunjukkan bahwa siswa yang terkena instruksi konstruktif memperoleh signifikan lebih tinggi rata-rata nilai post-test pada prestasi akademik mereka daripada siswa yang terkena model pengajaran adat dan teknik. Hasil ini menegaskan teori Bloom pada Penguasaan Learning yang menyatakan bahwa pendekatan menyembunyikan kesenjangan kinerja akademik tak tertandingi dan prestasi siswa di seluruh kemampuan belajar mereka. Ini juga menegaskan strategi Learning Self-Regulated Bandura dan Zimmerman karena dugaan bahwa siswa-siswa berkumpul dan efektif menggunakan masukan belajar korektif untuk meningkatkan kinerja dalam lingkungan yang bervariasi dan menantang. Oleh karena itu, Penguasaan Pembelajaran Pendekatan Bloom (MLA) menjadi lebih efektif ketika menyatu dengan strategi Bandura dan Zimmerman Diri diatur Learning (SRL) karena meningkatkan baik prestasi siswa akademik, konsep diri, dan strategi belajar
Hasilnya juga sesuai dengan temuan Martinez & Martinez (2001), Lawrence (2003), Guskey (2005), Kazu (2005) dan Wambagu & Changeiywo (2006) ketika mereka menyimpulkan bahwa Pendekatan Mastery Learning dan Self-Regulated Strategi Pembelajaran peningkatan siswa prestasi akademik dan prestasi di kemampuan belajar mereka terhadap subjek.
Tabel 4. Hubungan antara Motivasi Mahasiswa Ilmu Belajar dan Prestasi Akademik mereka di Biologi