Implementasi Motivasi Model ARCS (Attention, Relevance, Confidence, and Satisfaction) dalam Pembelajaran Pendidikan Agama Kristen

Susanti, Lidia; Imbiri, Carla

doi:10.30648/dun.v4i2.284

Cited by 3 publications

(4 citation statements)

References 4 publications

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“…Confidence is a condition in which students are confident and confident in being able to solve problems by applying the video-assisted Problem Based Learning learning model which contains viral material content. Students believe they can achieve success together with other friends (Susanti & Imbiri, 2020).…”

Section: Resultsmentioning

confidence: 99%

“…In this study, students were able to relate their experiences when solving problems using the video-assisted Problem Based Learning learning model which contains a variety of content, one of which is a disease in humans caused by a virus, namely AIDS disease caused by the HIV virus, so students can connect things what he learns with the environment around him. Relevance results from linking teaching content with learning objectives (Susanti & Imbiri, 2020). Keller (1987) suggests that students feel that the learning experiences they participate in are valuable, useful for their lives.…”

Section: Resultsmentioning

confidence: 99%

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Application of the Video-Assisted Problem Based Learning Model to Increase Student Learning Motivation in Virus Material

Ananda,

Rahmatan,

Samingan

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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Learning activities are strongly empowered by the use of appropriate teaching models and media. If learning activities are not well designed and correct, it will affect learning outcomes. motivation are indicators in improving the quality of education. The problem in virus material is the demand to understand concepts and imagine abstract things. Therefore, it is necessary to apply the video-assisted Problem Based Learning model to virus material. The purpose of this study is to determine the application of the video-assisted Problem Based Learning model to improve student learning outcomes, to determine differences in the application of the video-assisted Problem Based Learning model to student motivation and the relationship between learning outcomes and motivation as a result of applying the Problem Based Learning model at MAN 1 Aceh Besar and MAN 3 Aceh Besar. This research is Quantitative with a Quasi-Experimental approach with a nonrandomized control group design, pretest-posttest design only. The research sample is 121 students, the instruments used in this study are test instruments for learning outcomes and non-test instruments ARCS motivation questionnaire for motivation. The data on students' learning outcomes and motivation is analyzed by using the Independent t-test. The results shows that the value of motivation shows at the level of t (119) = 14.173, p<0.01) which means there is a difference in motivation between control and experimental classes, and there is a positive relationship between learning outcomes and motivation. The conclusion in this study is that the application of the video-assisted Problem Based Learning model has a significant effect on motivation of students in the control class and experimental class.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Application of the Video-Assisted Problem Based Learning Model to Increase Student Learning Motivation in Virus Material

Ananda,

Rahmatan,

Samingan

et al. 2023

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…Dari pengamatan dilapangan, kelas yang menggunakan strategi pembelajaran berbasis relevan lebih antusias dalam mendengarkan materi pada pembelajaran online dan lebih aktif bertanya. Menurut penelitian ini, pengajaran yang tepat akan memotivasi siswa: untuk memahami materi, siswa mengetahui arti dan kegunaan dari pengetahuan yang dipelajari (Ross et al, 2020), lebih cepat mengingat teks yang relevan daripada yang tidak relevan (Bohn-Gettler & McCrudden, 2018), dapat meningkatkan hasil belajar kognitif siswa (Susanti & Imbiri, 2020), membuat siswa memahami materi lebih bermakna (Schmidt et al, 2019). Penerapan strategi pembelajaran berbasis relevan akan memberikan motivasi bagi peserta didik dan motivasi tersebut akan meningkat, hal ini sesuai teori Keller dalam motivasi ARCS (Kurt & Kecik, 2017).…”

Section: Pembahasanunclassified

Pembelajaran Blending Asynchronous-Synchronous Learning Berbasis Relevan terhadap Hasil Belajar Koqnitif Peserta Didik Sekolah Dasar pada Masa Pandemi

Susanti,

Estherina

2022

Edcomtech

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Abstrak: Penelitian strategi pembelajaran berbasis relevan dengan metode blending asynchronous dan synchronous terhadap hasil belajar kognitif peserta didik kelas 5 Sekolah Dasar bertujuan untuk mengetahui dampak pembelajaran online terhadap kognitif peserta didik. Dalam riset ini kelas kontrol dan kelas eksperimen mendapat media pembelajaran yang sama, asynchronous learning menggunakan aplikasi Google Classrom sehingga peserta didik dapat mengirim materi, dapat mengumpulkan tugas dan dapat berkomunikasi secara tidak langsung dengan guru. Sedangkan synchronous learning menggunakan aplikasi zoom, dimana peserta didik dapat berinteraksi dan berkomuniasi dengan guru dan teman secara langsung. Kelas control tidak menggunakan pembelajaran berbasis relevan berjumlah 24 anak dan kelas eksperimen, menggunakan pembelajaran berbasis relevan berjumlah 44 anak. Hasil penelitian diperoleh rata- rata pretest kelas control sebesar 54,38 serta kelas eksperimen 55,94 sebaliknya hasil rata- rata posttest kelas control sebesar 63,54 serta kelas eksperimen sebesar 83,50. Hasil ini menampilkan perbedaan yang signifikan, setelah itu dilanjutkan dengan uji statistic sampai pada tahap uji korelasi dan memperoleh hasil yang signifikan sebesar 0.743 serta sig 0.000. Kontribusi pembelajaran berbasis relevan sebesar 55.1% terhadap hasil belajar kognitif siswa. Abstract: Research on blending relevance based asynchronous and synchronous learning across the cognitive result of 5th grade elementary school students. The aim is to determine the impact of online learning on cognitive students. In this research, the control class and the experimental class received the same learning media, asynchronous learning using the Google Classroom application so that students could send materials, collect assignments and communicate indirectly with the teacher. Meanwhile, synchronous learning uses a zoom application, where students can interact and communicate with teachers and friends directly. The control class did not use relevant-based learning with a total of 24 children and the experimental class, which used relevant-based learning, amounted to 44 children. The results showed that the average pretest for the control class was 54.38 and the experimental class was 55.94. On the other hand, the average posttest for the control class was 63.54 and the experimental class was 83.50. These results show a significant difference, then continued with statistical tests to the correlation test stage and obtained significant results of 0.743 and 0.000 sig. The contribution of relevant-based learning is 55.1% to students' cognitive learning outcomes.

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“…Confidence is a condition when students, for example, receive library services, their desire to get them increases (Susanti & Imbiri, 2020). Satisfaction is achieving a goal that will result in satisfaction, and students will be motivated to keep striving to get library services (DA, 2018).…”

Section: Introductionmentioning

confidence: 99%

Lambung Mangkurat University students' response to library services during the Covid-19 pandemic

Qibthiyyah

Ernawati²

2022

J. Kaji. Inf. Perpust.

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Student responses to ARCS (Attention, Relevance, Confidence, and Satisfaction) are related to describing the level of student attention to library services during the Covid-19 pandemic. It includes the relationship between the services provided and student needs (relevance), student confidence in receiving library services, and student satisfaction with library services during the pandemic. The study analyzes student responses based on ARCS to Universitas Lambung Mangkurat (ULM) library services during the Covid-19 pandemic. This study used a mixed-method design in the triangulation design: quantitative data model validation procedure. In this model, the researcher collected quantitative and qualitative data, then analyzed each of these data. The next stage was to carry out further analysis by validating the quantitative analysis results using qualitative results. The study was conducted in June-October 2020. The research sample was 500 students who visited the ULM library. Qualitative data were taken from 10 students using random sampling from the sample. The research instruments were validity sheets, questionnaires, and interview protocols. Specific findings in this study in detail were as follows: student responses based on attention, student responses based on relevance, student responses based on student confidence, and student responses based on satisfaction with ULM library services during the pandemic were in the category 'good'. Based on ARCS, this study concludes that student responses to ULM library services during the Covid-19 pandemic are good.

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Implementasi Motivasi Model ARCS (Attention, Relevance, Confidence, and Satisfaction) dalam Pembelajaran Pendidikan Agama Kristen

Cited by 3 publications

References 4 publications

Application of the Video-Assisted Problem Based Learning Model to Increase Student Learning Motivation in Virus Material

Application of the Video-Assisted Problem Based Learning Model to Increase Student Learning Motivation in Virus Material

Pembelajaran Blending Asynchronous-Synchronous Learning Berbasis Relevan terhadap Hasil Belajar Koqnitif Peserta Didik Sekolah Dasar pada Masa Pandemi

Lambung Mangkurat University students' response to library services during the Covid-19 pandemic

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