Ni Ketut Suriani, I Wayan Santyasa, Ni Nyoman Parwati

PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR IPA

Introduction

Pengaruh model pembelajaran berbasis masalah dan motivasi berprestasi terhadap hasil belajar ipa. Penelitian ini mengkaji pengaruh model pembelajaran berbasis masalah & motivasi berprestasi terhadap hasil belajar IPA. PBM & motivasi tinggi tingkatkan hasil belajar siswa SMP.

Abstract

AbstrakPenelitian ini bertujuan mendeskripsikan pengaruh utama dan pengaruh interaktif model pembelajaran (MP) dan motivasi berprestasi (MB) terhadap hasil belajar (HB) IPA. Penelitian eksperimen semu ini menggunakan rancangan non equivalence pretest-posttest control group design. MP dibedakan atas pembelajaran berbasis masalah (PBM) dan pembelajaran konvensional (PK). MB dipilah menjadi motivasi berprestasi tinggi (MBT) dan motivasi berprestasi rendah (MBR). Populasi penelitian adalah 7 kelas siswa kelas IX SMP Negeri 1 Kubu Tahun Pelajaran 2016/2017 dengan jumlah siswa sebanyak 286 orang. Teknik Group Random sampling digunakan untuk menetapkan 4 kelas sebagai sampel, kemudian dirandom kembali untuk menentukan 2 kelas sebagai kelompok eksperiman menggunakan PBM dan 2 kelas yang lain sebagai kelompok kontrol yang belajar dengan PK. Data MB dikumpulkan dengan angket, sedangkan data HB IPA dikumpulkan dengan tes. Data penelitian dianalisis dengan menggunakan uji statistik Anakova dua jalan. Pengujian hipotesis dilakukan pada taraf signifikansi 5%. Setelah perlakuan dikontrol dengan kovariabel hasil belajar awal (HBA), hasil penelitian menunjukkan temuan-temuan sebagai berikut. (1) Terdapat perbedaan HB antara siswa yang belajar dengan model PBM dan siswa yang belajar dengan model PK. HB siswa yang belajar dengan model PBM lebih tinggi dibandingkan dengan yang belajar dengan model PK. (2) Terdapat perbedaan HB IPA antara siswa yang memiliki MBT dengan siswa yang memiliki MBR. HB siswa yang memiliki MBT lebih baik dibandingkan dengan siswa yang memiliki MBR. (3) Terdapat pengaruh interaktif antara MP dan MB terhadap HB IPA. Kata kunci: model pembelajaran berbasis masalah, motivasi berprestasi, dan hasil belajar IPA AbstractThis research aimed at describing the effect of model (LM) and achievement motivation (AM) on the students’ achievement (SA) in science. This quasi-experimental research utilized the non equivalence pretest-posttest control group designed. The LM consisted of 2 levels, e.i problem based learning (PBL) and conventional learning (CL), while the AM was classified to be hight AM (HAM) and low AM (LAM). The population in this study were 7 classes of 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 by the technique, two classes as the experimental group and the others are the control group. The data of  the AM were collected by questionnaire while the data of students’SA in science were collected by achievement test. The data obtained then were analyzed by using two way Anacova statistics. After the treatment was contolled by prior SA, the results of this study were as follows. (1) There was a significant difference of students’ achievement in scince between the students learn in the PBL and CL models. SA of students learned in the PBL was higher than them in CL. (2) There was a significant difference of the SA in science between students have HAM and them have LAM. The SA of the students with HAM was higher than them LAM. (3) There was an interaction effect between the LM and the AM on the SA in science.  Keywords: Problem based learning model, achievement motivation, and science achievement result students

Review

This study investigates the main and interactive effects of Problem-Based Learning (PBL) and achievement motivation on science learning outcomes among junior high school students. The research addresses a pertinent educational concern by exploring how pedagogical models interact with individual student characteristics to influence academic performance. By comparing PBL with conventional learning and segmenting students by high and low achievement motivation, the study aims to provide valuable insights into effective teaching strategies and the role of student motivation in the context of science education. The clear objectives outlined in the abstract suggest a well-defined research problem, making a significant contribution to understanding the multifaceted factors affecting student achievement. Methodologically, the researchers employed a quasi-experimental, non-equivalent pretest-posttest control group design, which is appropriate for studies conducted in natural classroom settings. The population comprised 286 ninth-grade students from SMP Negeri 1 Kubu, from which four classes were selected using group random sampling, subsequently assigned to experimental (PBL) and control (conventional learning) groups. Data on achievement motivation were gathered via questionnaires, while science learning outcomes were measured using achievement tests. The rigorous analysis using two-way ANCOVA, with prior learning outcomes as a covariate, enhances the credibility of the findings. The results consistently demonstrate that PBL students outperformed those in conventional learning, and students with high achievement motivation achieved better results. Crucially, the study also identified a significant interaction effect between the learning model and achievement motivation, indicating that the effectiveness of PBL might vary based on students' motivational levels. Overall, this research presents robust findings supported by a sound methodology. The identification of both main effects and an interaction effect provides a nuanced understanding of how learning models and student motivation intertwine to influence science achievement. A strength of the study lies in its use of a control group and statistical control for prior knowledge, bolstering the validity of the causal inferences. While the quasi-experimental design is understandable given the educational context, it inherently carries limitations regarding full randomization and generalizability. Future research could explore the specific mechanisms through which PBL benefits motivated students, perhaps using qualitative methods, or investigate the long-term impact of PBL and motivation on conceptual understanding and problem-solving skills across different subjects and grade levels. The findings have practical implications for educators, emphasizing the benefits of implementing PBL and strategies to foster student motivation in science classrooms.

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