Pengaruh Model Pembelajaran Berbasis Masalah Dan Motivasi Berpretasi Terhadap Hasil Belajar IPA Siswa Kelas IX SMP Negeri 1 Kubu

Penelitian ini bertujuan mendeskripsikan pengaruh model pembelajaran berbasis masalah dan motivasi berprestasi terhadap hasil belajar IPA. Penelitian ini merupakan penelitian eksperimen semu dengan menggunakan rancangan Anacova dua jalan. Populasi penelitian adalah siswa kelas IX SMP Negeri 1 Kubu Tahun Pelajaran 2016/2017 sebanyak 286 orang. Teknik Group Random Sampling digunakan untuk menetapkan 4 kelas sebagai sampel, kemudian disampling kembali untuk menentukan 2 kelas sebagai kelompok eksperiman 2 kelas yang lain sebagai kelompok kontrol. Data motivasi berprestasi dikumpulkan dengan angket, sedangkan data hasil belajar IPA dikumpulkan dengan tes. Data penelitian dianalisis dengan menggunakan uji statistik Anacova dua jalan Hasil penelitian menunjukkan bahwa, (1) Setelah perlakuan dikontrol dengan kovariabel hasil belajar awal terdapat perbedaan hasil belajar antara siswa yang belajar dengan model pembelajaran berbasis masalah dan siswa yang mengikuti model pembelajaran konvensional. Skor hasil belajar yang diperoleh oleh siswa yang mengikuti model pembelajaran berbasis masalah lebih tinggi dibandingkan dengan siswa yang mengikuti model pembelajaran konvensional, (2) Setelah perlakuan dikontrol dengan kovariabel hasil belajar awal terdapat perbedaan hasil belajar IPA antara siswa yang memiliki motivasi berprestasi tinggi dengan siswa yang memiliki motivasi berprestasi rendah. Hasil belajar siswa yang memiliki motivasi berprestasi tinggi lebih baik dibandingkan dengan siswa yang memiliki motivasi berprestasi rendah, (3) Setelah perlakuan dikontrol dengan kovariabel hasil belajar awal terdapat pengaruh interaktif antara model pembelajaran dan motivasi berprestasi terhadap hasil belajar IPA.Kata Kunci : model pembelajaran berbasis masalah, motivasi berprestasi, dan hasil belajar IPA This research aimed at describing the effect of problem based learning model and achievement motivation on the students’ achievement science. This is a quasi-experimental research with two way anacova designed. The population in this study were the IX grade of SMP Negeri 1 Kubu in the academic year of 2016/2017 consisting of 286 students. The selection of the samples for this study were based on group random sampling technique, four classes were selected as the samples, two classes as the experimental group and the others are the control group. The data of learning achievement motivation were collected by questionnaire while the data of students’ achievement in science were collected by achievement test. The data obtained then were analyzed by using Anacova statistic two way anacova. The results of this study were: (1) after treatment was controlled by prior achievement of students as covariable there was a significant difference of students’ achievement in scince between the students learn in the guided problem based learning model and conventional model.Students’ achievent which learned in the problem based learning model model was higher than them in conventional model, (2) after treatment was controlled by prior achievement of students as covariable there was a significant difference of the students’ achievement in science between students with high Achievement Motivation and the students with low achievement motivation. Students’ achievent which had high achievement motivation was higher than them low achievement motivation, (3) after treatment was controlled by prior achievement of students as covariable there was interaction effect between the learning model and the achievement motivation on the students’ achievement in science. keyword : problem based learning model, achievement motivation, and science achievement result students.

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“ THE EFFECT OF MIXED GAMIFICATION AND ACHIEVEMENT MOTIVATION ON CONCEPT COMPREHENSION AND CREATIVE THINKING SKILLS IN LEARNING SCIENCE.”

Psychology and Education Journal ◽

10.17762/pae.v58i1.1735 ◽

2021 ◽

Vol 58 (1) ◽

pp. 5139-5152

Author(s):

Bilqis Firyal Nabilah Et al.

Keyword(s):

Learning Outcomes ◽

Achievement Motivation ◽

Creative Thinking ◽

Science Achievement ◽

Thinking Skills ◽

Control Group ◽

High Achievement ◽

Low Achievement ◽

Study Results ◽

Significant Difference

This research is motivated by the poor comprehension and creativity of elementary school students in science lessons. This study aimed to determine gamification's effect on improving learning outcomes in concept comprehension and creative thinking skills in students studying science. Achievement motivation is suspected of being involved as a variable that interacts with gamification in improving learning outcomes. The data analysis technique used the Multivariate Analysis test. The research subjects were 73 students in the control class and the experimental class. This research is a quasi-experimental research, with a 2x2 factorial, and pretest-posttest non-equivalent control group design. The experimental class uses mixed gamification, while the control class uses content gamification. The difference between the two lies in the gamification elements used. The study results showed that 1) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who used mixed gamification and content gamification; 2) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who have high achievement motivation and low achievement motivation; 3) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes comprehension the concept; 4) there was no significant difference in the learning outcomes of creative thinking between groups of students who use mixed gamification and content gamification; 5) there was no significant difference in the learning outcomes of creative thinking between groups of students who have high achievement motivation and low achievement motivation; 6) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes to think creatively. Achievement motivation is not the only factor that affects the learning outcomes of concept comprehension and creative thinking. Future research is important to consider the different moderator variables from achievement motivation and other gamification elements.

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Keefektifan Model Problem Based Learning dan Motivasi Berprestasi Siswa dalam Pencapaian Prestasi Belajar Fisika

MIMBAR PENDIDIKAN ◽

10.17509/mimbardik.v4i1.16969 ◽

2019 ◽

Vol 4 (1) ◽

pp. 35-54

Author(s):

I Made Yuda Suryawan ◽

I Wayan Santyasa ◽

I Gede Aris Gunadi

Keyword(s):

Student Achievement ◽

Achievement Motivation ◽

Problem Based Learning ◽

Learning Model ◽

Control Group ◽

Control Group Design ◽

Learning Achievement ◽

Group Design ◽

Post Test ◽

Equivalent Control

ABSTRAKSI: Penelitian ini mendeskripsikan pengaruh interaktif antara model pembelajaran dan motivasi berprestasi terhadap prestasi belajar Fisika. Penelitian menggunakan kuasi eksperimen dengan desain pre-test dan post-test non-equivalent control group design. Populasi penelitian adalah siswa Kelas X MIPA SMAN (Matematika dan Ilmu Pengetahuan Alam, Sekolah Menengah Atas Negeri) 1 Kubutambahan di Bali, Indonesia, yang terdiri dari empat kelas atau 130 orang. Data dianalisis menggunakan analisis deskriptif dan analisis kovarian dua jalur. Hasil penelitian mengungkapkan bahwa prestasi belajar siswa diakibatkan oleh perbedaan model pembelajaran. Prestasi belajar yang lebih tinggi diraih oleh siswa yang menerima perlakuan model PBL (Problem Based Learning atau Pembelajaran Berbasis Masalah). Perbedaan prestasi belajar siswa juga diakibatkan oleh perbedaan motivasi berprestasi. Prestasi belajar yang lebih tinggi diraih oleh siswa yang memiliki MBT (Motivasi Berprestasi Tinggi). Akhirnya, ada pengaruh interaktif antara model pembelajaran dan motivasi berprestrasi terhadap prestasi belajar siswa. KATA KUNCI: Model Pembelajaran; Prestasi Belajar; Motivasi; Matapelajaran Fisika. ABSTRACT: “Effectiveness of the Problem Based Learning Model and Student Achievement Motivation in Gaining the Physics Learning Achievements”. The research describes the interactive influence between model of learning and achievement motivation toward Physics learning achievement. The research used a quasi experimental study with pre-test and post-test non-equivalent control group design. The population of this study were the students of Class X Mathematics and Sciences at the Public Senior High School 1 Kubutambahan in Bali, Indonesia, consisted of four classes or 130 people. Data were analyzed using descriptive analysis and two-ways analysis of covariance. The results of this study reveal that the student achievement is due to the differences in learning models. Higher learning achievement was achieved by students who received treatment of PBL (Problem Based Learning) model. The differences in student achievement are due to also the differences in achievement motivation. Higher achievement of learning achieved by students who have high achievement motivation. Lastly, there are the interactive influences between learning model and achievement motivation towards the student achievement.KEY WORD: Learning Model; Learning Achievement; Motivation; Physics Subject. About the Authors: I Made Yuda Suryawan, S.Pd. adalah Mahasiswa Jurusan Pendidikan Fisika FMIPA UNDIKSHA (Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Ganesha) di Singaraja 81116, Bali, Indonesia. Prof. Dr. I Wayan Santyasa dan Dr. I Gede Aris Gunadi adalah Dosen di Jurusan Pendidikan Fisika FMIPA UNDIKSHA di Singaraja 81116, Bali, Indonesia. Untuk kepentingan akademik, alamat emel penulis adalah: [email protected], [email protected], dan [email protected] Citation: Suryawan, I Made Yuda, I Wayan Santyasa I Gede Aris Gunadi. (2019). “Keefektifan Model Problem Based Learning dan Motivasi Berprestasi Siswa dalam Pencapaian Prestasi Belajar Fisika” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Volume 4(1), Maret, pp.35-54. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Article Timeline: Accepted (November 10, 2018); Revised (January 15, 2019); and Published (March 30, 2019).

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EFEKTIVITAS PROBLEM BASED LEARNING DAN PROJECT BASED LEARNING DITINJAU DARI KETERAMPILAN BERPIKIR KRITIS SISWA SD

Jurnal Riset Pendidikan Dasar ◽

10.26618/jrpd.v3i1.3228 ◽

2020 ◽

Vol 3 (1) ◽

pp. 51-56

Author(s):

Retno Triningsih ◽

Mawardi Mawardi

Keyword(s):

Critical Thinking ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Project Based Learning ◽

Critical Thinking Skills ◽

Control Group ◽

Control Group Design ◽

Significant Difference ◽

Quasi Experimental

The purpose of conducting this research is to compare the effectiveness of the Problem Based Learning learning model and the Project Based Learning learning model in terms of the critical thinking skills of elementary students. This type of research used in this research is Quasi Experimental with experimental design of Post test-Only Control Group Design. The population in the study were 164 five grade students in Diponegoro Salatiga Cluster, while the sample is 111 students of five grade students in SDN Mangunsari 01, SDN Mangunsari 03, and SDN Mangunsari 05. The results obtained from this study are based on descriptive statistics where the average implementation of the Problem Based Learning learning model is 92.46, while the average implementation of the Project Based Learning learning model is 85.15. the results of critical thinking skills in the Problem Based Learning model are higher than the Project Based Learning learning model reinforced by the T test results obtained by the Sig. (2-tailed) of 0, 047 0.05 thus there is a significant difference between the two groups.

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Pengaruh Problem Based Learning Dan Motivasi Berprestasi Terhadap Kemampuan Pemecahan Masalah

Indonesian Journal of Learning Education and Counseling ◽

10.31960/ijolec.v1i2.96 ◽

2019 ◽

Vol 1 (2) ◽

Author(s):

Miftahus Surur ◽

Tartilla Tartilla

Keyword(s):

Problem Solving ◽

Achievement Motivation ◽

Univariate Analysis ◽

Problem Based Learning ◽

Control Group ◽

Final Conclusion ◽

Low Achievement ◽

Control Group Design ◽

Problem Solving Skills ◽

Quasi Experimental

This study aims to examine students' problem solving abilities in mathematics with different achievement motivation between those taught through problem based learning and discussion. The design of this study uses quasi-experimental forms of Non-equivalent Control Group Design. The experimental group from this study was given PBL treatment, while the control group was treated with the discussion method. The data of this study were analyzed by the Univariate Analysis of Variance technique. The results showed that (1) there was a significant effect between PBL models and discussion models on students 'problem solving abilities, (2) there was a significant effect between students with high and low achievement motivation on students' problem solving abilities, (3) there were interactions between PBL models, achievement motivation and student problem solving abilities. So that it can be concluded that students who learn with the PBL model have a better ability to solve problems than students who learn with a discussion model. Students with high achievement motivation have better problem solving skills than students with low achievement motivation. The final conclusion is that students' problem solving abilities can be achieved well if they pay attention to both variables at once, namely the model and achievement motivation.

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Model Challenge Based Learning terhadap Kemampuan Berpikir Kreatif Mahasiswa

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ◽

10.17977/jptpp.v5i4.13358 ◽

2020 ◽

Vol 5 (4) ◽

pp. 478

Author(s):

Suratman S. Naim ◽

Suhadi Ibnu ◽

Aman Santoso

Keyword(s):

Creative Thinking ◽

Problem Based Learning ◽

Learning Model ◽

Control Group ◽

Control Group Design ◽

Group Design ◽

Challenge Based Learning ◽

Significant Difference ◽

Thinking Ability ◽

Creative Thinking Ability

Abstract: The purpose of this research was to determine the influence of challenge based learning model on students creative thinking ability. This research is used a quasy-experimental design of the type nonequivalent pretest-posttest control group design. The sample of this research consisted of students of Chemistry Education, Khairun University in the sixth semester, enrolling in the subject of Environmental Chemistry during education year in 2018/2019 from two classes. The experimental class was taught with challenge based learning model and the control class was taught with problem based learning model. The instrument of the research was a creative thinking ability tests with the type of open essay questions that had validity of 77.08% and Alpha Cronbach reliability coefficient of 0.896. The results showed that there was no statistically significant difference in creative thinking ability between the students from the two research classes (ɑ = 0.05), although descriptively the creative thinking ability of the experimental class was better than the control class.Abstrak: Tujuan penelitian ini adalah untuk mengetahui pengaruh model challenge based learning terhadap kemamampuan berpikir kreatif mahasiswa. Penelitian ini menggunakan rancangan penelitian eksperimental semu tipe nonequivalent pretest-posttest control group design. Sampel penelitian ini terdiri dari mahasiswa Pendidikan Kimia, Universitas Khairun angkatan 2016 yang menempuh matakuliah Kimia Lingkungan pada tahun ajaran 2018/2019 dari dua kelas. Kelas eksperimen dibelajarkan dengan model pembelajaran challenge based learning dan kelas kontrol dibelajarkan dengan model pembelajaran problem based learning. Instrumen penelitian adalah tes kemampuan berpikir kreatif dengan jenis soal esai terbuka yang memiliki validitas isi 77,08% dan koefisien reliabilitas Alpha Cronbach 0,893. Hasil penelitian memperlihatkan bahwa tidak ada perbedaan yang signifikan antara kemampuan berpikir kreatif mahasiswa dari kedua kelas penelitian (ɑ = 0.05), walaupun secara deskriptif kemampuan berpikir kreatif kelas eksperimen lebih bagus daripada kelas kontrol.

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PENGEMBANGAN MODEL PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN MOTIVASI BERPRESTASI WARGA BELAJAR PROGRAM PENDIDIKAN KECAKAPAN HIDUP

JIV-Jurnal Ilmiah Visi ◽

10.21009/jiv.0601.4 ◽

2011 ◽

Vol 6 (1) ◽

pp. 30-41

Author(s):

Iis Prasetyo ◽

Sutaryat Trisnamansyah

Keyword(s):

Achievement Motivation ◽

Problem Based Learning ◽

Learning Model ◽

Control Group ◽

Control Group Design ◽

Model Control ◽

Before And After ◽

Equivalent Control ◽

Development Approach ◽

Conventional Models

This study aimed to develop a model of problem-based learning to increase the achievement motivation of the participants of life skills education programs and to examine the effectiveness of the learning model in accelerating the achievement motivation. The research conducted in Kemloko, Srimartani village, Piyungan Sub-district, Bantul, in the Province of Yogjakarta, employed research and development approach in an oyster mushroom cultivation training. The try out of the model used experimental design (quasi experiment - a non equivalent control group design), with 20 people for each group. The results showed that there is no difference in achievement motivation scores before and after training (p = 0.385) in the control group after an average of different test score achievement motivation, while there are differences in achievement motivation scores before and after training (p = 0.001). Effectiveness test also showed significant differences between the control and treat-ment groups (p = 0.012) so that the problem-based learning model is effective to increase achievement motivation compared to the conventional models (model control class).

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Implementation of Problem- Based Learning Model Assisted by E-Modules on Students' Critical Thinking Ability

JPI (Jurnal Pendidikan Indonesia) ◽

10.23887/jpi-undiksha.v9i3.22410 ◽

2020 ◽

Vol 9 (3) ◽

pp. 339

Author(s):

M Rahmat Rahmat ◽

Asep Ginanjar Arip ◽

Sofyan H. Nur

Keyword(s):

High School ◽

Critical Thinking ◽

Research Design ◽

Problem Based Learning ◽

Learning Model ◽

Control Group ◽

Vocational High School ◽

Critical Thinking Ability ◽

Significant Difference ◽

Thinking Ability

Education is a significant factor to shape human beings as a whole. The ability to think for humans plays an important role to develop information. The issue of lack of ability to think critically in Sahida Lemah Abang Vocational High School needed to be addressed. One learning model that can be utilized to guide students to think critically is Problem Based Learning (PBL) using an e-module as the resource of learning material. The study aims to examine the implementation of Problem Based Learning model using e-module and its influence on students' critical thinking ability. This study used a quasi-experiment with nonequivalent control group design as its research design. In using the research design, two observations have been conducted; one was before the experiment called Pre-Test (O1) and one after the experiment of this study called the post-test (O2). There are two samples in this study; one is the experimental group and the other is the control group. The study was done in Sahida Lemah Abang Vocational High School. The data was gathered by using tests and observation sheets of the learning process. The result in this study shows averagely that the implementation in each of the learning stages has gained 95.7% which is in the category of very good value. The most significant difference is from the fifth indicator "developing strategy and tactic", n gain of experimental class and control class is 5.83 and 0.23 respectively. As the result of the hypothesis test is Sig. 0.035 which means that there is a significant difference in students' ability to think critically between the students in the experimental class and the control class, the students in the experimental class think more critically than the students in the control class.

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KEBIASAAN BELAJAR SISWA DITINJAU DARI HASIL BELAJAR SERTA IMPLIKASINYA TERHADAP PELAYANAN BIMBINGAN DAN KONSELING

10.31227/osf.io/7yba2 ◽

2019 ◽

Author(s):

Rahmi Dwi Febriani ◽

Triyono

Keyword(s):

Random Sampling ◽

Comparative Research ◽

Sampling Technique ◽

Learning Goals ◽

High Achievement ◽

Low Achievement ◽

Significant Difference

Each student has different potential and ability in learning for which they are expected to be able to achieve the learning goals optimally. One of the factors affected the students' achievement in learning habits. The fact in the field signified that the students have poor learning habits in which they did not study well, used time ineffectively and did not do their assignments as they were expected. The aim of this research was to: (1) describe the learning habits of the student having high achievement in learning and also those having low achievement in learning and (2) examined differences in learning habits of the students having high achievement and those having low achievement in learning. The was descriptive comparative research. The population of the research has consisted of 286 students in SMPN 29 Padang. The number of samples as much as 80 students were selected by stratified purposive random sampling technique. The result of the research indicated that there was a significant difference between the learning habit of the students having high achievement in learning and those having low achievement in learning.

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The Effect of 5E Inquiry Learning Model on the Science Achievement in the Learning of “Magnet” among Year 3 Students

Jurnal Pendidikan IPA Indonesia ◽

10.15294/jpii.v9i1.21330 ◽

2020 ◽

Vol 9 (1) ◽

pp. 1-10

Author(s):

E. T. Ong ◽

B. L. Keok ◽

J. Yingprayoon ◽

C. K.S. Singh ◽

M. T. Borhan ◽

...

Keyword(s):

Conventional Method ◽

Science Achievement ◽

Inquiry Learning ◽

Learning Model ◽

Third Grade ◽

Control Group ◽

Learning Material ◽

Control Group Design ◽

Significant Difference ◽

Quasi Experimental

The aim of this study is to determine the effect of the 5E Inquiry Learning Model as compared to the conventional method in enhancing third-grade students’ science achievement using “magnet” as the learning material. A quasi-experimental pretest-posttest control group design was employed with the participation of 40 students from two intact Third-grade classes in a primary school in Kuala Kangsar. The experimental group was taught using the 5E Inquiry Learning Model which consists of 5 stages, namely Engagement, Exploration, Explanation, Expansion, & Evaluation, while the control group was taught using the teacher-centered conventional method. The science achievement in the learning of “Magnet” was measured using a researcher-developed test consisting of 12 multiple-choice and 8 fill-in-the-blank items. The test has sufficient validity and KR-20 reliability. Analysis of the pretest data indicates that there was no statistically significant difference (t = 1.66, p > .05) in the pretest means between the experimental and control groups. Accordingly, an independent samples t-test was used to compare students’ achievement in the posttest. The analysis of the posttest data indicates that the posttest mean in science achievement (16.05) among the group of students who had followed through the 5E Inquiry Learning Model is statistically significantly higher (t = 4.75, p < .001) than the corresponding mean (13.15) among the group of students in the control group. Therefore, it can be concluded that the 5E Inquiry Learning Model enhances the learning of science in terms of achievement among the primary students.

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PERBANDINGAN MODEL PEMBELAJARAN PROBLEM SOLVING DAN PROBLEM BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS XI MIA MAN 2 KOTA BENGKULU

Alotrop ◽

10.33369/atp.v4i2.13834 ◽

2020 ◽

Vol 4 (2) ◽

pp. 107-116

Author(s):

Ida Nurjelita Sani ◽

Amrul Bahar ◽

Elvinawati Elvinawati

Keyword(s):

Critical Thinking ◽

Problem Solving ◽

Problem Based Learning ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Control Group ◽

Homogeneity Test ◽

Significant Difference ◽

Class 1

The aim of this study to determine the comparison of Problem Solving (PS) and Problem Based Learning (PBL) models to critical thinking skills of student on buffer solution material. This type of research is quasi experimental research with posttest only control group design research design. The population of this study is all class XI IPA of MAN 2 Bengkulu City academic year 2018/2019 as many 133 students. The analysis of the data was used the normality test, homogeneity test, and hypothesis test. The research sample was taken by purposive sampling technique. Data on the results of students' critical thinking skills are obtained from the value of the posttest or final test. Posttest is done by using test instruments in the form of descriptive tests as many as 6 items, each of which has a different critical thinking indicator. Previous test instruments were tested and analyzed to see the level of validity, reliability, differentiation and the level of difficulty of the questions. The results of the study showed that the average value of students' critical thinking ability achievement in the experimental class 1 was higher than that of the experimental class 2 students which were 74.09 and 70.22. Based on these results, the experimental class 1 which applied the problem solving learning model was better at improving students' thinking skills than the experimental class 2 which applied a problem-based learning model. Hypothesis testing with the T-test at the 0.05 significance level yields a sig value. (2-tailed)> level of signicant which is 0.147> 0.05 so that Ho is accepted. Thus, it can be concluded that there is no significant difference between the critical thinking skills of the experimental class 1 students who apply PS models and experimental class 2 students who apply the PBL model.

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