PENGARUH MODEL ARCS (ATTENTION, RELEVANCE, CONFIDENCE, SATISFACTION) TERHADAP HASIL BELAJAR IPA DENGAN MENGONTROL MOTIVASI BERPRESTASI PADA SISWA KELAS V SEMESTER GENAP SD TRIAMERTA TAHUN PELAJARAN 2016/2017

Abstract

Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh model ARCS terhadap hasil belajar IPA dengan mengontrol motivasi berprestasi pada siswa kelas V SD Triamerta. Penelitian ini menggunakan penelitian quasi experiment dengan desain Single Factor Independent Gruoups Design With Use of Covariate. Populasi dalam penelitian ini berjumlah 53 siswa. Sampel dalam penelitian ini ditentukan menggunakan random sampling. Data dikumpulkan dengan tes hasil belajar IPA dan non tes untuk motivasi berprestasi. Data yang telah dikumpulkan dianalisis dengan menggunakan ANAKOVA satu jalur. Hasil penelitian menunjukan bahwa: 1) terdapat perbedaan yang signifikan hasil belajar IPA antara siswa yang dibelajarkan dengan model ARCS dan siswa yang dibelajarkan dengan model pembelajaran konvensional (diperoleh Fhitung = 127,126 dan α<0,05); 2) terdapat perbedaan yang signifikan hasil belajar IPA antara siswa yang dibelajarkan dengan model ARCS (Attention, Relevance, Confidence, Satisfaction) dan siswa yang dibelajarkan dengan model pembelajaran konvensional setelah mengontrol motivasi berprestasi (Fhitung =224,295 dengan nilai α<0,05); dan 3) terdapat kontribusi yang signifikan motivasi berprestasi terhadap hasil belajar IPA dengan koefisien determinasi sebesar 90,80%.
Kata Kunci : ARCS (attention, relevance, confidence, satisfaction), hasil belajar IPA, motivasi berprestasi

Abstract This research aims to determine the influence of ARCS (Attention, Relevance, Confidence, Satisfaction) learning approaches to science learning outcomes with controlling achievement motivation in fifth grade students in SD Triamerta. This research is a quasi experiment research using Single Factor Independent Gruoups Design With Use of Covariate. The population in this research amounted to 53 students. The sample in this research random sampling. Data were collected with science learning outcomes test and non tes for achievement motivation instruments. The data collected was analyzed using one-way ANACOVA one variable. The result of the research show the followings: 1) there was a significant differences in science learning outcomes between students who are following the ARCS (Attention, Relevance, Confidence, Satisfaction) learning approach and students who are following a conventional learning approach Fvalue = 127,126 and α<0,05); 2) after the controlling achievement motivation, there was a significant differences science learning outcomes between students who were following the ARCS (Attention, Relevance, Confidence, Satisfaction) learning approach and students who were following a conventional learning approaches (Fvalue = 224,295 with at α< 0,05); 3) there was a significant contribution of achievement motivation toward the science learning outcomes, with the coefficient of determination was 90.80%.
keyword : ARCS (attention, relevance, confidence, satisfaction), science learning outcomes, achievement motivation