The motivation of learning art & culture among students in Indonesia

Abstract This research investigated the effect of learning facilities and learning methods of Art and Culture teachers towards students’ learning motivation at Junior High School. Students’ low interest in learning Art and Culture is frequently found in Indonesia by stigma, saying that Art and Culture are easier compared to applied sciences. This research becomes important because Art and Culture Learning is the result of work and creativity based on the norms and behavior of the society in Indonesia, which plays roles in preserving the cultural heritage of Indonesia through Art and Culture wisdom. The analysis shows that improvement in learning facilities has a positive effect on motivation improvement in learning Art and Culture. The selection of the right method will make the learning process more conducive and easier to be understood by the students. Learning facilities and learning methods positive and significant effect on students’ motivation in learning Art and Culture. Furthermore, the availability of a good learning facility, and strong implementation of the learning method which can affect and strengthen the students’ learning motivation.


PUBLIC INTEREST STATEMENT
The study becomes important because, Art and Culture Learning is the result of work and creativity based on the norms and behavior of society in Indonesia. As we know it plays an important role in preserving the cultural heritage of Indonesia through Art and Culture wisdom. Learning experience builds self-awareness and self-capacity improvement. Art and culture have their unique characteristics that cannot be compared to other subjects since art and culture are subjects that emphasize creativity and appreciation of the art itself.

Background
Education is believed to be essential in the development of any country. The national curriculum of 2013 becomes one of the efforts of a strategic government with the aim of strengthening the competitive character of Indonesians (Neolaka et al., 2016). To achieve the goals of education, it is necessary to have some learning activities (Aunurrahman, 2014). Motivation and learning that are proposed by Uno (2008) to influence each other, so the learning activities need the motivation of students (Majid, 2008).
Student learning motivation will have an impact on the quality of knowledge and difficult character formation in students (Virvou et al., 2005). A low level of enthusiasm for learning has a major influence on self-ability and character strengthening (Pogacnik & Cigic, 2006). Ignoring students due to lack of participation in learning causes students not to be able to take the benefit from learning and not developing the abilities or talents of students (Papastergiou, 2009;Schiefele, 1996). The loss of learning motivation can be caused by a lack of student participation and selfinterest in learning activities (Assor et al., 2005;Deci & Ryan, 2008). However, the learning process benefits the students (Zorn et al., 2019). The decrease in interest can also decrease in student learning motivation, so it is necessary to revitalize learning that is more focused on the urgency in it and generally occurs in secondary school students (Abrahams, 2007). Self-motivation can be considered as one of the processes that greatly affects the students' achievement (Amirkhanovaa et al., 2016). Stimulation of motivation can be realized through intense interactions between teachers and students and also the learning environment (Abrahams, 2009). The teacher plays a role in changing student's saturation into an interest in learning (Butler, 2007;Schiefele & Schaffner, 2015).
One of the important subjects in the 2013 Curriculum is the course of Cultural Arts. Thus, Art and culture in the year of 2013 curriculum are multidimensional, multilingual, and multicultural (Wulansari, 2017). Cultural Art lessons are the result of aesthetic, artistic and creative work rooted in norms and behavioral values (Literat, 2016;Wulansari, 2017). The chapters of these courses are closely related to cultural learning in the social sphere (Zubieta, 2016). In this case, the younger generation plays an important role as the successor to the nation's cultural heritage through the wisdom of art and culture (Saud, 2020;Widja, 2012). Art education has the potential as a source of direction for the community, especially the younger generation, to encouraging fair values (Hanif, 2016;Krauss et al., 2008). But in the development, art began to lose its existence. The lack of motivation for art learners to make art activities decrease over time (Wahyuningsih, 2012).
Bad stigma always arises in Indonesian society, especially students ignore art and culture lessons (Sumarni et al., 2018). This happens because art and culture lessons are considered insignificant because they are not included in the National Examination subjects (Mustika et al., 2013). This tendency makes students less enthusiastic and less engaged. The nature of students' apathy towards art lessons is not only having an impact on decreasing the value of subjects but also on the development of soft skills and character-building (Kahu et al., 2017). The lack of students' ability to understand can also cause learning to be neglected (Pell & Jarvis, 2001).
Learning facilities are one of the main factors that contributes to increasing motivation for academic achievement in the school (Hallak, 1990). School facilities mean all physical facilities and equipment in the school and the class used by school members (Abraham, 2003). School facilities consist of school land with all the physical structures on it. This refers to school buildings, playgrounds, equipment and other material resources provided in schools for effective teaching and learning processes to increase learning motivation (Onwurah, 2004) whereas proposed by Afolabi (1998) school facilities refer to buildings, furniture and equipment that contributes to a positive and quality of learning environment in the classroom for all students. The availability of an adequate number of physical facilities has a significant influence on student learning motivation in academic terms (Adewunmi, 2000;Chandan, 1999). Therefore, there are empirical studies that examine the explicit relationship between facility characteristics and educational outcomes (Anderson, 1999;Lackney et al., 1994). Recent studies have emphasized the importance of the availability of physical facilities. Ajayi and Ayodele (2001), they emphasize that the availability of these resources is important enough to achieve effectiveness in the process of learning and supervision in the school.
The availability of other physical facilities, such as school buildings and other facilities, is also very important because it can increase motivation and effective learning (Okunola, 1985). As in his book, Heryati (2014) stated that the Government of Indonesia through the education method, issued Government Regulation No.24 of 2007 concerning standards for facilities and infrastructure is based on PP No.19 of 2005 concerning National Standards of Education to support the learning process. According to Barnawi (2012), minimum learning facilities include classrooms, which are equipped with student chairs, student desks, teacher chairs, teacher desks, cabinets, student work shelves, longboards, props, whiteboards, bins, washing places hands, wall clocks, electrical sockets. The age of buildings, windows, cabinets, lighting, sound, and roof conditions are factors that can influence the influence of student learning (Clark, 2002). Lawton (1999) states that there is little research on school physical design and its effect on teaching and learning. Factors that are quite important in addition to school learning facilities are learning methods. Tampubolon (2014) stated that learning methods are used to implement plans that have been prepared in a tangible and practical form to achieve learning goals. Effective learning methods can increase student learning motivation (Han & Yin, 2016). In the use of learning methods, teachers need to involve students in assignments, so that the teacher can see how motivation and interest in learning are processing (Assor et al., 2002;Jang, 2008). Students with low motivation are more likely to ignore their learning activities (Noels et al., 2000). Teachers can also increase students' curiosity in learning (Carson & Chase, 2009;Sinclair, 2008). Growing motivation becomes the teacher's priority in learning methods (Dörnyei, 2003). In this case, it can increase students' intrinsic motivation because it gives students a sense of responsibility for their tasks (de Jesus & Lens, 2005;Richardson & Watt, 2006). Teachers can take advantage of the provisions of educational institutions for students so that students are easily directed towards their tasks (Niemiec & Ryan, 2009;Reeve, 2009). Achievement of learning methods can also be supported by learning facilities.
In various studies, there is an explicit relationship between school facilities and learning motivation in schools (Lackney et al., 1994). This is the evidence in the learning process that student achievement depends on school facilities such as physical, age, building design and school building conditions (Broome, 2003;Earthman, 2002;Earthman & Lemasters, 1998;Lyons, 2001;Tanner, 1999). School learning facilities are space interpretation of the curriculum that is applied in the school (Mgbodile, 2002). Likewise, with learning methods that can affect students "learning motivation and students" intelligence capabilities are increasing (Pradono et al., 2013). These kinds of learning methods can solve problems and find learning solutions (Govorov et al., 2016), providing learning experiences for students to make students interested and motivate their learning conditions (Zirkel et al., 2015). The results of the study that facilities and good learning methods will influence student motivation in learning (Lee et al., 2014;Sawalha et al., 2017).

Importance
Previous research has discussed a lot about learning facilities, learning methods, and learning motivation, but there is no specific study to discuss art and culture lessons. As research conducted by Babić (2017) examined that how influential machine-based learning methods are as learning simulators. Hopland and Nyhus (2016) in his study discuss the students learning environment which includes learning facilities that greatly influence student's learning motivation, but in this case, it does not specifically study the motivation to learn art and culture. The present study investigates on the students' learning motivation in art and cultural subjects because art and cultural lessons are the work and creativity based on the norms and behavior of Indonesian people. Cultural art lessons have a role in continuing the Indonesian nation's cultural heritage through artistic and cultural wisdom. Santosa (2013) states students' interest in learning art and culture is low due to the stigma of degrading the arts and culture because they are considered easier than applied sciences.

Research questions
This research is more specifically researched school learning facilities, learning methods and student learning motivation in cultural art subjects which specifically aims to explore the following questions: How do school learning facilities affect students' learning motivation in art and culture subjects? How does the learning method affect student learning motivation in art and culture subjects? What is the influence of school learning facilities and learning methods together on the motivation to learn art and culture?

Subjects and site
The population in this study were Junior Public High School students in Surakarta City, Indonesia. This study used proportional random sampling techniques to collect the data. The study also ensured the ethical consideration of the research, which considered as an important factor and author (s) also hide the confidentiality of the respondents. Referring to Hair et al. (1998) that the sample size was recommended at 100-200 respondents so that the precision value is high.

Procedure
The printed copies of the questionnaire in this study were distributed during school hours while students were still in school, and Cultural Arts learning activities were underway. In this case, the researcher got permission from the teacher for some time to compile the data from the respondents without the presence of teachers classroom. The reason to talk to the students in an open environment and can easily get the responses. It was mandatory for the respondents (Students) to complete the questionnaires and returned to the researcher's team during the school timings. The researchers observed that students were excited and responded 100% to our survey.

Measurement
Measurement of learning facilities variable with 20 items, learning methods variables with 20 items, and learning motivation variables with 16 items. The variable variables were measured by 5 point Likert scales (1 = strongly disagree to 5 = strongly agree).

Result and analysis
The analytical method uses Statistical Descriptive Analysis and analysis data to test the validity, reliability test, and hypothesis testing.

Statistical descriptive analysis
Descriptive analysis is intended to find out the characteristics and responses of respondents to items in the questionnaire. According to Sugiyono (2010), descriptive analysis is a statistical analysis used to analyze data by describing or describing collected data. Table 1. Shows demographic profile from the sample. Of the 100 respondents surveyed, 72% were women. As many as 54% of respondents age between 11 and 13 years and 49% of respondents are in 8 th class.
The formula used in the calculation of descriptive analysis to determine the percentage level of answer scores of each variable is % ¼ n N X 100% n = empiric score N = total score It can be explained in Table 3, that the use of discussion methods in the learning process is in a good category with a percentage of 79.60%. It indicates that the method is highly favored by students because it makes the students more active and creative. The question and answer method are also favored by students with a percentage of 78.6% which is in a good category because the question and answer method can foster students' interest in learning. The demonstration method obtained a percentage of 72.72 which means that it is in a good category since the use of this method can require students to directly practice what they have learnt. The lecture n = empiric score, N = total score Table 2. Shows that learning media facilities have a good influence on the highest percentage of 79.15% because learning media can make students easier to apply the material they have learned.
Then library facilities are also in a good category with a percentage of 77.90 %. The library is useful for providing textbooks and reading books for students to develop insights. Furthermore, the school building facilities are in a good category with a percentage level of 75.85 because the condition of a good school building will make students comfortable in following the teaching and learning process. And the last is a study room facility that is in a good category with a percentage level of 70% where the learning space is where students follow the learning process, so the atmosphere of a conducive study room is very influential for students.  method obtained a percentage of 71.05 which is included in a good category because the use of the lecture method can make students understand the lesson being taught correctly.
From Table 4, it shows that the variable of willingness is at the highest level of the percentage, which is 84.80%. This means that the application of various methods can increase students' motivation and willingness to take part in the learning process in the classroom. Then, the variable of obligation percentage which shows the 77.75% of the respondents. This presentation means that students can balance the learning process in the classroom with their activities outside the classroom. This variable has a presentation which is 77.10%. It states that with the application of varied learning methods, students can spend more time studying to better understand the material presented. Furthermore, the variable of perseverance shows that highest level of percentage (74.80). This shows that by applying the method in a variety of ways can increase students' motivation in learning more diligently so that the learning objectives can be achieved properly.

Validity test
A validity test is a measure that shows the level of validity of an instrument. The validity test used is the Factor Analysis Method. The Kaiser Meyer Olkin value Measure of Sampling Adequacy (KMO MSA) must be more than or equal to 0.500 and significance below 0.05 must be fulfilled so that factor analysis can be done while to find out whether each item is valid or not, it can be seen from the MSA value on Anti-Image Correlations. If the MSA value is at least 0.5, then this indicates that the item is valid and can be further analyzed (Hair et al., 1998).
Based on Table 5, which depicted the output of "KMO and Bartlett's Test," it can be seen that in the first test, the value of the KMO-MSA (Kaiser Meyer Olkin Measure of Adequacy) is 0.733 and is at the significance level of 0.000. By using this value, the data can be analyzed further, because it has met the criteria stating that the KMO MSA number must be greater or equal to 0.500. While in the output of "Anti-image Matrices," the correlation value for the validity test can be seen in the numbers with the "a" sign that indicates the MSA number (a measure of Sampling Adequacy).
The data in Tables 6 and 7 show that all items in the learning facility questionnaire have MSA values in Anti-Image Correlation above 0.5, which indicates that the items are valid and can be  analyzed further. While in Table 8, there is 1 item in the learning motivation questionnaire, which is number 16 which is invalid since it has an MSA value on Anti-Image Correlation's 0.390 < 0.5. However, other items are declared valid and can be analyzed further because they have MSA value on Anti-Image Correlation's, which is above 0.5.

Reliability test
The reliability test is a tool to measure a questionnaire as a variable indicator. Variables are reliable if they have Cronbach Alpha values >0.70 (Ghozali, 2011). Items that pass the test are valid only.
To determine whether the instrument is reliable or does not use the 0.6 limits. According to Sekaran (2003), reliability less than 0.6 is not good, 0.7 is acceptable and above 0.8 is good. The results show Cronbach Alpha for each variable as follows:  Table 9, it can be seen that learning motivation, learning facilities, and learning methods have good reliability because Cronbach's Alpha is above 0.80. Table 10, the value of sig is known. (2-tailed) between learning facilities (X1) with learning motivation (Y) is equal to 0.000 < 0.05, which means a significant correlation between the variable learning facilities and motivation to learn. Furthermore, the relationship between learning methods (X2) and learning motivation (Y) has a significant value. (2-tailed) of 0.000 < 0.05, which means a significant correlation between the variables of the learning method with motivation to learn. Keeping in view the Pearson correlations test analysis, it is known that the value of  learning motivation. Because r count or Pearson Correlations in this analysis are positive, it means that the relationship between the two variables is positive or better learning facilities and learning methods will increase students' motivation.

Hypothesis test
The positive influence of learning facilities with learning motivation The t-test shows the influence of one independent variable individually in explaining the dependent variable (Ghozali, 2011). An independent variable influences the dependent variable known from the significance value of the t-test (<0.05).

Discussion
The discussion on the results of the variable indicator analysis which shows one form of a facility in the form of learning media has a great influence on students. This happens because learning media encourage students to more easily understand and apply the material taught by the teachers. The learning method given is a significant influence on student learning patterns is a method of discussion. The discussion method gives a great influence because it can stimulate student learning motivation. The student's learning motivation can be formed through strong will  from within the individual. To support students' willingness, a variety of learning methods are needed during the learning process.
The analysis shows in Table 11 which illustrated that a high regression coefficient for the learning facility variable of 0.721 with positive parameters. It means that learning facilities have a positive and significant effect on student learning motivation. Based on the significance test of multiple linear regression coefficients for learning facilities, variables t count > t table , which is 8.576 > 1.66071 and the significance value <0.05, which is 0.000. The coefficient of determination (R 2 ) obtained at 0.429. The learning experience builds self-awareness up to self-capacity improvement (DeMink-Carthew et al., 2020). These data imply that good learning facilities can have a great influence on student learning motivation. Conversely, if the quality of learning facilities is low, students' learning motivation will be reduced, especially in arts and cultural subjects. Infrastructure facilities which are learning facilities are needed to achieve the objectives regularly, effective and efficient education. It is supported by Tisch and Metternich's (2017) studies about learning facilities are important factors to support the learning process. Brooks and Weiler (2018) add that learning facilities are important because of their great influence on student achievement. Learning facilities play an important role in the learning process, where learning facilities can support student learning achievement. This is similar to Lyioma and Kipng'etich (2017) argue the use of learning facilities optimally has a positive impact on improving student learning achievement. It means the use of learning facilities optimally can improve the learning achievement of the art and culture of students. The result of the study shows the use of learning facilities inappropriate levels. This is measured by indicators of school building facilities, study room facilities, library facilities and learning media facilities.
Furthermore, a high regression coefficient in Table 13 for the learning method variable of 0.740 with positive parameters. It can be concluded that learning methods have a positive and significant effect on students' learning motivation in art and cultural subjects. The learning process has the same purpose such as increasing learning motivation and student learning outcomes by a teacher, and learn art and culture subjects to achieve a good result by the student (Briggs et al., 2019). Based on the significance test of multiple linear regression coefficients for the learning method variable t count > t table , namely 8.432 > 1.66071 and the significance value <0.05, which is 0.000. It is also added that the coefficient of determination (R 2 ) in Table 14 obtained at 0.420. It can be said that better learning method in school creates better students' motivation to learn and vice versa. Learning is a two-way communication between instructor and learner (Oyarzun et al., 2018). In the teaching and learning process, teachers can choose one method of learning and improvisation in learning methods. The teacher must pay attention to several things including the situation of the classroom, the purpose of learning, facilities, the condition of students and teachers themselves.
The use of variations in learning methods or improvement of learning methods can be done so that students do not feel bored in the learning process and increase student motivation in following the learning process in the classroom to achieve learning objectives and students get achievements. The result of this study is supported by DeMonbrun et al. (2017) that states learning achievement is obtained due to the selection of appropriate and quality learning methods. If the teacher can apply the learning method correctly and precisely depends on the needs in class, it brings a positive impact on improving student learning achievement at school (Filges et al., 2018;Yang et al., 2020). One favorite method for students is the discussion method. This is supported by the high level of percentage (79.6%) of students in Table 3 and supported by the opinion of Ho and Siegel (2014) which illustrates that discussion learning methods can encourage student learning motivation to create nuances of learning also experience for students. The choice of discussion method as a favorite method for students because students can explore and get much information to foster the power of creativity and curiosity of students. Gilson et al. (2017) suggest that the selection of the right learning method can create a fun learning atmosphere and allow students to  develop their creativity. It is known that interesting methods such as discussion methods are needed in the learning process in class, although other learning methods still used.
The learning facilities and learning methods of Art and Culture promote the students' activities. Also, the results of this study assert that other than learning facilities, learning methods as well may improve students' learning motivation. The result F count 53.,910 with a significant number of 0.000 shows the independent variables (learning facilities and learning methods) together had a positive and significant effect in learning motivation. The combination of the two variables will support each other in increasing learning motivation. The results of the coefficient of determination (R2) are obtained at 0.526. It means that the variable learning facilities and learning methods contribute to the form of improving or reducing student learning motivation in art and cultural subjects. Learning facility variables and learning methods contribute 52.6% to learning motivation, while the rest can be explained by variables that are not included in this study. Learning facilities have a great influence on student learning motivation as well as learning methods (Abdullahi & Yusoff, 2019). Specifically, learning facilities and learning methods are building student learning motivation (Putri & Usman, 2019). Completeness of learning facilities and fun learning methods will increase students' intrinsic motivation in achieving their learning experience (Hamidi & Chavoshi, 2018;Rheinberg & Engeser, 2018). The complete learning facilities support learning patterns in class, such as discussion methods implementation in learning using media as a learning facility. These two elements encourage the improvement of student learning Table 15. F test results of learning facilities and learning methods for learning motivation Effect of learning facilities and learning methods on learning motivation; From the multiple linear regression analysis, it is known that the regression coefficient of each variable is positive; it means that learning facilities and learning methods are positively and significantly related to learning motivation. To find out whether the effect is positive or not, then the multiple linear regression (F test) significance test did as follows

Model
Sum of Squares The result of this test indicates that the path analysis has a significant effect, known from the magnitude of the significance level is less than 0.05 (see table 15). The result of the calculation of the determination coefficient (R2) obtained a value of 0.526. It can be concluded that the learning facility variables and learning methods have a 52.6% contribution to the increase or decrease in student learning motivation (see table 16).
motivation. The use of media in a discussion can simplify the teacher's task in explaining the purpose and objectives of the learning process, such as tell the learning objectives, the division of discussion groups, and topic presentation to the student. The ease between the use of media and the application of the method of discussion will bring a positive impact on students' interest or motivation to learn in art and cultural subjects.

Conclusion
This research tries to find out the role of learning facilities and learning methods of art and culture on students' learning motivation at Junior High Schools. Learning facilities have a great influence on students' learning motivation and learning methods. The results of the first research state that learning facilities have a positive and significant effect on students' learning motivation. However, learning facilities in low quality decrease the students' learning motivation, especially major in art and culture studies. Therefore, in its implementation, art, and culture as practical subjects, require better learning facilities at each learning practice activity. Also, the results of this study assert that other than learning facilities, learning methods as well may improve students' learning motivation. Learning experience builds a self-awareness and self-capacity improvement. Art and culture have their own unique characteristics that cannot be compared to other subjects, since art and culture are subjects that emphasize creativity and appreciation of art itself. Complete learning facilities combined with effective methods, may help enhance the student's motivation. These two elements encourage the improvement of students' learning motivation. This research focused only on junior high school students but other alternatives though can be conducted using the different scope in a much higher level of education.