PENGARUH IMPLEMENTASI MODEL PEMBELAJARAN ARCS TERHADAP MINAT DAN HASIL BELAJAR BAHASA INGGRIS PADA SISWA KELAS V DI SD N 1 SUMERTA TAHUN AJARAN 2013 / 2014
Abstract
Tujuan penelitian ini adalah untuk mengetahui perbedaan minat belajar dan hasil belajar bahasa inggris antara siswa yang mengikuti pembelajaran ARCS dan pembelajaran konvensional. Penelitian ini menggunakan desain eksperimen The Posttest-Only Control Group Design. Data minat belajar dikumpulkan dengan menggunakan kuesioner dan data hasil belajar dikumpulkan dengan tes pilihan ganda. Uji validitas kuesioner dan tes dianalisis dengan menggunakan Product Moment dan Point Biserial. Uji reliabilitas kuesioner dan tes dilakukan dengan menggunakan Alpha Cronbach dan KR-20. Uji hipotesis menggunakan MANOVA. Hasil penelitian menunjukkan bahwa(1), terdapat perbedaan minat belajar antara siswa yang mengikuti pembelajaran ARCS dan siswa yang mengikuti pembelajaran konvensional (F=9,799 dan Sig.=0,002; p<0,05); (2), terdapat perbedaan hasil belajar bahasa inggris antara siswa yang mengikuti pembelajaran ARCS dan siswa yang mengikuti pembelajaran konvensional (F=37,748 dan Sig.= 0,000; p<0,05); (3), secara simultan terdapat perbedaan minat belajar dan hasil belajar bahasa inggris antara siswa yang mengikuti pembelajaran ARCS dan siswa yang mengikuti pembelajaran konvensional (F=26,470 dan Sig.=0,000;p<0,05).
Kata Kunci : Pembelajaran ARCS, minat belajar, hasil belajar.
This study aimed to finding the difference of students’ interest and learning achievement who treated with ARCS learning model than conventional model. The study used experiment research design with the " The Posttest - Only Control Group Design”. The data of students’ interest was collected by used questioner test and the data of learning achievement collected by the objective test. The validity of questioner test and the test was analyzed by used Product Moment and Point Biserial. The reliability test of the questioner and the test used by Alpha Cronbach and KR-20. The collected data were analyzed by Multivariate Analysis of Variance (MANOVA). The result showed us that (1) there was a difference of students’ interest between who treated with ARCS learning model and those treated with conventional learning model to the fifth grade students of SD N 1 Sumerta (FHitung = 9,799, sig.=0,002 (p < 0,05)), (2) there was a difference of students’ learning achievement between who treated with ARCS learning model than who treated with conventional model to the fifth grade students of SD N 1 Sumerta (Fhitung = 37,748, sig. =0,000 (p<0,05)), (3) there was a difference of students’ interest and learning achievement who treated with ARCS learning model than conventional model to the fifth grade students of SD N 1 Sumerta (Fhitung = 26,470, sig.=0,000 (p<0,05)).
keyword : ARCS Learning Model, Cooperative model, interest and learning achievement
Kata Kunci : Pembelajaran ARCS, minat belajar, hasil belajar.
This study aimed to finding the difference of students’ interest and learning achievement who treated with ARCS learning model than conventional model. The study used experiment research design with the " The Posttest - Only Control Group Design”. The data of students’ interest was collected by used questioner test and the data of learning achievement collected by the objective test. The validity of questioner test and the test was analyzed by used Product Moment and Point Biserial. The reliability test of the questioner and the test used by Alpha Cronbach and KR-20. The collected data were analyzed by Multivariate Analysis of Variance (MANOVA). The result showed us that (1) there was a difference of students’ interest between who treated with ARCS learning model and those treated with conventional learning model to the fifth grade students of SD N 1 Sumerta (FHitung = 9,799, sig.=0,002 (p < 0,05)), (2) there was a difference of students’ learning achievement between who treated with ARCS learning model than who treated with conventional model to the fifth grade students of SD N 1 Sumerta (Fhitung = 37,748, sig. =0,000 (p<0,05)), (3) there was a difference of students’ interest and learning achievement who treated with ARCS learning model than conventional model to the fifth grade students of SD N 1 Sumerta (Fhitung = 26,470, sig.=0,000 (p<0,05)).
keyword : ARCS Learning Model, Cooperative model, interest and learning achievement
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PDFDOI: https://doi.org/10.23887/japi.v5i1.1327
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Universitas Pendidikan Ganesha
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