THE INFLUENCE OF PROBLEM-BASED LEARNING AND LEARNING MOTIVATION ON THE ACHIEVEMENT OF PHYSICS LEARNING FOR VII GRADE OF SMP
| Main Author: | Sri Lestari Ni Nyoman |
|---|---|
| Format: | Article Journal |
| Bahasa: | ind |
| Terbitan: |
, 2015
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| Subjects: | |
| Online Access: |
https://zenodo.org/record/4312666 |
Daftar Isi:
- The study aimed at describing (1) the differences of physics learning achievement of the students learnt by problem-based learning model and those learnt by conventional model, (2) differences of physics learning achievement of the students having higher learning motivation from those having lower learning motivation, (3) interactive effect between instructional model and learning motivation towards physics learning achievement, (4) differences of physics learning achievement of the students having higher learning motivation joining problem-based instructional model and those joining a conventional model, (5) differences of physics learning achievement of the students having lower learning motivation joining problem-based instructional model and those joining a conventional model. The study was conducted at SMP Negeri 2 Nusa Penida in 2011/2012, by utilizing experimental method, with 2x2 factorial and post-test only control group design , involving the population of the students class VII. The samples were determined by using simple random sampling. Problem-based learning model was an independent variable, while learning motivation was considered as moderator independent variable or psychological variable, learning achievement was considered as dependent variable. The data were analysed by using two-tailed ANAVA supported by SPSS 13.00 for windows. The results indicated that (1) there was a different physics learning achievement of the students learnt by problem-based learning model and those learnt by conventional model with F=45.372 with signification figure of 0.001 (p<0.05), (2) there was a different physics learning achievement of the students having higher learning motivation from those having lower learning motivation with F=5.382 with significant figure 0.023 (p<0.05) (3) there was an interactive effect between instructional model and learning motivation towards physics learning achievementwith F=12.206 with significant figure 0.001 (p<0.05), (4) there was a different physics learning achievement of the students having higher learning motivation joining problem-based instructional model and those joining a conventional modelwith F=56.211 with significant figure 0.001 (p<0.05), (5) there was a different physics learning achievement of the students having lower learning motivation joining problem-based instructional model and those joining a conventional modelwith F=4.916 with significant figure 0.033 (p<0.05). Based on the findings, problem-based learning model was one of the models available which provided a positive effect towards the improvement of physics learning achievement, particularly for the students with higher learning motivation. Their creativity was improving because of the way how to pose with the problems, and they should be able to take responsibility towards their own problems solving through discovery and axperiment.