PENGARUH PENERAPAN MODEL PEMBELAJARAN ARCSI DENGAN PENDEKATAN SAINTIFIK TERHADAP MOTIVASI PESERTA DIDIK SMP/MTs.

  • Usmadi Usmadi Universitas Muhammadiyah Sumatera Barat
    (ID)
  • Ergusni Ergusni Universitas Muhammadiyah Sumatera Barat
    (ID)

Abstract

Abstrak

Penelitian ini merupakan penelitian quasi eksperimen yang bertujuan untuk mengetahui pengaruh penerapan model pembelajaran ARCSI dengan pendekatan saintifik terhadap motivasi peserta didik. Penelitian ini dilaksanakan di kelas VII SMPN 1 kota Bukittinggi, Kelas VII SMPN 1 Ampek Angkek, dan MTs. PPM Diniyah Pasia Ampek Angkek Kabupaten Agam. Kelompok eksperimen diberi perlakuan  pembelajaran dengan menerapkan model pembelajaran ARCSI dengan pendekatan saintifik. Temuan dalam penelitian ini adalah terdapat pengaruh penerapan model terhadap motivasi peserta didik yang diperoleh dari angket motivasi belajar matematika kelas VII1 MTs. PPM Diniyah Pasia, kelas VII1 SMPN 7 kota Bukittinggi, dan kelas VIISMPN 1 Ampek Angkek kabupaten Agam  berkategori efektif dengan mean= 64,39% . Rincian untuk aspek attention 62,29%, relevance 61,33%, confidence 65,86%, dan satisfaction 64,07%. Kemudian setelah dilakukan uji anova satu jalur disimpulkan bahwa tidak terdapat perbedaan secara signifikan antara motivasi belajar matematika peserta didik  kelas VII1 MTs. PPM Diniyah Pasia, kelas VII1 SMPN 7 kota Bukittinggi, dan kelas VII1 SMPN 1 Ampek Angkek kabupaten Agam.

Abstract

                This study is a quasi experimental research that aims to determine the effect of applying ARCSI learning model with scientific approach to motivation of learners. This research was conducted in class VII of SMPN 1 Bukittinggi city, Class VII SMPN 1 Ampek Angkek, and MTs. PPM Diniyah Pasia Ampek Angkek Kabupaten Agam. The experimental group was treated by applying ARCSI learning model with scientific approach. The findings in this research is that there is influence of application of model to motivation of learners obtained from questionnaire motivation learn mathematics class VII1 MTs. PPM Diniyah Pasia, class VII1 SMPN 7 Bukittinggi city, and class VII1 SMPN 1 Ampek Angkek regency Agam effective category with mean = 64.39%. Details for attention aspects 62.29%, relevance 61.33%, confidence 65.86%, and satisfaction 64.07%. Then after the one-way anova test was concluded that there is no significant difference between the motivation of learning mathematics students VII1 grade MTs. PPM Diniyah Pasia, class VII1 SMP N 7 Bukittinggi city, and class VII1 SMPN 1 Ampek Angkek Agam district.

Downloads

Download data is not yet available.

References

Depdiknas. (2008a) Panduan Pengembangan Buku Peserta Didik. Jakarta: Dirjen Pendidikan Dasar dan Menengah.

Depdiknas. (2008b) Pengembangan Rencana Pelaksanaan Pembelajaran (RPP). Jakarta: Dirjen Pendidikan Dasar dan Menengah.

Hyland, P. (2006). A Case Study of Online Assessment for Basic Mathematics to Motivate Learners and Enhance Learning. Http://Www.Pi.Ac.Ae/ Metsmac /Proceedings /2006/ Hyland-P-Metsmac 2006. pdf . [15 Agustus 2015]

Ibrahim, M. (2000). Pembelajaran Kooperatif. Surabaya: UNESA-University Press.

Keller, J. M., & Suzuki, K. (1988). Use of The ARCS Motivation Model in Courseware Design. Dlm. Jonassen, D. H. (Pnyt.). Instructional Designs For Microcomputer Courseware, Lawrence Erlbaum Associates, Hillsdale NJ, hal. 401- 434.

Keller, J. M., & Suzuki, K. (2004). Learner Motivation and E-Learning Design: A Multinationally Validated Process. Journal of Education Media, 29 (3), 175-189. Tersedia Pada Http//Www.Arcsmodel.Com. Didownload Tanggal 14 April 2014.

Keller, J. M., (1987a). Development and Use of The ARCS Model of Motivational Design. Journal of Instructional Development 10(3), hal. 2-10.

Keller, J. M., (1987b) Strategies for Stimulating The Motivation to Learn. Performance and Instruction Journal 26(8), hal. 1-7.

Keller, J. M., (1987c). The Systematic Process of Motivational Design. Performance and Instruction Journal 25(7), hal. 1-8.

Means, T. B., Jonassen, D. H., & Dwyer, F. M., (1997). Enhancing Relevance. Embedded ARCS Strategies Vs. Purpose. Educational Technology, Research & Development 45, hal. 5-17.

Muri, Y. A., (2014). Metodologi Penelitian: Kuantitatif, Kualitatif dan Penelitian Gabungan (Mixed Research). Jakarta; Prenadamedia Group.

Nur, M. (1997). Teori Pembelajaran Kognitif. IKIP Surabaya.

Plomp, T. (2013). Educational Design Research : An Introduction, in An Introduction to Educational Research. Enschede, Netherland : National Institute for Curriculum Development.

Santrock, J. W., (2010). Educational Psychologi, Ed. 2.Dialih Bahasakan Oleh Tri Wibowo B.S., Psikologi Pendidikan (Jakarta: Kencana 2010).

Shellnut, B., Knowlton, A., & Savage, T. (1999). Applying The ARCS Model to The Design and Development of Computer-Based Modules for Manufacturing Engineering Courses. Educational Technology, Research and Development 47, hal. 100-110.

Small, R. (2000). Motivation in Instructional Design. Teacher Librarian 27(5), 29-31.

Song, S. H., & Keller, J. M., (2001). Effectiveness of Motivationally Adaptive Computer-Assisted Instruction on The Dynamic Aspects of Motivation. Educational Technology, Research and Development 49, 5-22.

Usmadi. (2017). Pengembangan Model Pembelajaran ARCSI Dengan Pendekatan Saintifik, Disertasi (Tidak Dipublikasikan). Universitas Negeri Padang.

Visser, J. & Keller, J. M., (1990). The Clinical Use of Motivational Message: An Inquiry Into The Validity of The ARCS Model of Motivational Design. Instruct. Science, 19, 2011, hal. 467-599.

Tim Revisi. (2014). Panduan Penulisan Disertasi Program Doktor (S-3). Edisi Revisi. Pascasarjana Universitas Negeri Padang. Padang.

Published
2018-06-30
How to Cite
Usmadi, U., & Ergusni, E. (2018). PENGARUH PENERAPAN MODEL PEMBELAJARAN ARCSI DENGAN PENDEKATAN SAINTIFIK TERHADAP MOTIVASI PESERTA DIDIK SMP/MTs. AULADUNA: Jurnal Pendidikan Dasar Islam, 5(1), 30-37. https://doi.org/10.24252/auladuna.v5i1a3.2018
Section
Vol.5 No.1
Abstract viewed = 417 times