The Effect of PJBL Model and Achievement Motivation on Student Learning Results of Class VIII Islamic MTs 12 Pidie on Integrated of Social Science Subjects
Keywords:
PJBL, Achievement Motivation, Student Learning, Islamic MTs 12 Pidie, Social Science.Abstract
Based on preliminary research conducted at Islamic MTs No. 12 Pidie, there were many problems in the learning process of integrated social studies (geography), including low student motivation and monotonous learning only in the form of pulpit lectures. This study aims to analyze the differences in the learning outcomes of integrated social studies (geography) students who have high achievement motivation and are taught with a PJBL model and students who have high achievement motivation and are taught with conventional models. This type of research is quasi-experimental research (quasi-experimental) with a treatment by Block (2x2) research design with observational data collection techniques, interviews, and learning achievement tests. The results of the research on the 1) first hypothesis show that the p-value Sig. (2-tailed) is 0.004 <0.05, so H₀ is rejected so that it can be concluded that there is a difference in the average results of learning geography between the control and experimental groups; 2) second hypothesis because exact Sig. (2-tailed) 0.001 <0.05 then H₀ is rejected so it can be concluded that there are differences in geography learning outcomes of students with high motivation between the control and experimental groups; and 3) third hypothesis of geography learning outcomes of the results show that Sig. (2-tailed) 0.001 <0.05 then H₀ is rejected so it can be concluded that there are differences in geography learning outcomes for students with low motivation between the control and experimental groups.
References
Fathurrahman, M. (2016). Meningkatkan Hasil Belajar Matematika Melalui Model Pembelajaran Cooperative Script Pada Siswa Sekolah Menengah Atas. Qalam: Jurnal Ilmu Kependidikan, 5(1), 1-7.
Fitriani, F., Hasan, M. H. M., & Musri, M. (2016). Pengembangan lembar kegiatan peserta didik (LKPD) berbasis masalah untuk meningkatkan pemahaman konsep dan aktivitas belajar peserta didik pada materi larutan penyangga. Jurnal Pendidikan Sains Indonesia, 4(1).
Fujikoshi, Y. (1993). Two-way ANOVA models with unbalanced data. Discrete Mathematics, 116(1-3), 315-334.
Jusoff, K., Rahman, B. H. A., Daud, K. A. M., & Ghani, N. A. A. (2010). Motivating students using project based learning (PjBL) via e-SOLMS technology. World Applied Sciences Journal, 8(9), 1086-1092.
Katz, J. (2013). The Three Block Model of Universal Design for Learning (UDL): engaging students in inclusive education. Canadian Journal of Education, 36(1), 153-194.
Liu, L. (2022). The contribution of the flipped learning environment to value perception and controllability of classroom activities as antecedents of learners’ anxiety: A control-value approach. Frontiers in psychology, 13, 1000710.
Perdana, M. P. (2014). Pengaruh Metode Problem Solving Terhadap Hasil Belajar Siswa Kelas VIII Mts. Assyafi’iyah Gondang Pada Materi Hubungan Sudut Pusat, Panjang Busur, Dan Luas Juring Dalam Pemecahan Masalah. IAIN Tulungagung.
Salman, L., Suleman, N., & La Kilo, A. (2017). Pengaruh Model Pembelajaran Project Based Learning (PjBL) yang Disertai dengan Peta Konsep terhadap Hasil Belajar Siswa Kelas XI TPHP SMK Negeri 2 Gorontalo pada Materi Sistem Koloid. Jambura Journal of Educational Chemistry, 12(2), 193-200.
Sumanti, S., Efendi, Z. M., & Ridwan, R. (2019, January). Online group investigation by using facebook to improve students critical thinking on geography subjects. In 1st International Conference on Innovation in Education (ICoIE 2018) (pp. 130-131). Atlantis Press.
