Pengaruh Model Pembelajaran Accelerated Learning Berbasis Peta Konsep Terhadap Motivasi Berprestasi dan Hasil Belajar IPS
| Main Authors: | Suardipa, I Putu, Lasmawan, I Wayan, Suarni, Ni Ketut |
|---|---|
| Format: | Article info application/pdf eJournal |
| Bahasa: | eng |
| Terbitan: |
Jurnal Pendidikan Dasar
, 2013
|
| Online Access: |
http://pasca.undiksha.ac.id/e-journal/index.php/jurnal_pendas/article/view/521 http://pasca.undiksha.ac.id/e-journal/index.php/jurnal_pendas/article/view/521/313 |
Daftar Isi:
- Abstrak Penelitian ini bertujuan untuk mengetahui besarnya pengaruh model pembelajaran terhadap motivasi berprestasi dan hasil belajar IPS. Model pembelajaran yang diterapkan adalah model accelerated learning berbasis peta konsep. Penelitian ini adalah penelitian eksperimen semu dengan populasi siswa kelas V SD Kalibukbuk-Buleleng yang berjumlah 148 siswa, dan sampel penelitian berjumlah 74 siswa. Data dianalisis dengan menggunakan MANOVA. Hasil penelitian menunjukkan: (1) terdapat perbedaan yang signifikan dalam motivasi berprestasi antara siswa yang mengikuti model accelerated learning berbasis peta konsep dan siswa yang mengikuti model pembelajaran konvensional (F= 7,345; p < 0,05), (2) terdapat perbedaan yang signifikan dalam hasil belajar IPS antara siswa yang mengikuti model accelerated learning berbasis peta konsep dan siswa yang mengikuti model pembelajaran konvensional (F= 17,580; p < 0,05), dan (3) Secara simultan terdapat perbedaan yang signifikan dalam motivasi berprestasi dan hasil belajar IPS antara siswa yang mengikuti model pembelajaran accelerated learning berbasis peta konsep dan siswa yang mengikuti model pembelajaran konvensional (F= 12.006; p < 0,05). Kata Kunci: Model accelerated learning berbasis Peta Konsep, motivasi berprestasi, hasil belajar, IPS. This research aims at investigating the effect of concept mapping based accelerated learning on achievement motivation and social studies learning achievement. The learning model was used concept mapping based accelerated learning. This was a quasi experiment with the population of 148 fifth grade students of elementary school in Kalibukbuk-Buleleng, and the sample are 74 students. The data was analyzed by using MANOVA. The results of research show: (1) there is significant difference of achievement motivation between students following concept mapping based accelerated learning model and those following conventional learning model (F= 7,345; p < 0,05), (2) there is significant difference of social studies learning achievement between students following concept mapping based accelerated learning model and those following conventional learning model (F= 17,580; p < 0,05), (3) simultaneously, there are significant defferences in achievement motivation and social science learning achievement between students following concept mapping based accelerated learning and those following conventional learning model (F= 12.006; p < 0,05). Keywords: Concept mapping based accelerated learning model, achievement motivation, learning achievement, social studies.