PENGARUH MODEL PEMBELAJARAN TERHADAP MOTIVASI BELAJAR DAN HASIL BELAJAR IPA KELAS VII SISWA SMP NEGERI 3 SIDEMEN

Abstract

Penelitian ini bertujuan menganalisis perbedaan: 1) motivasi belajar dan hasil belajar IPA secara bersama-sama antara siswa yang belajar dengan Model Pembelajaran Kooperatif Group Investigation berbantuan Video (GIV), Group Investigation (GI) dan Konvensional (PK). 2) motivasi belajar antara siswa yang dibelajarkan dengan Model Pembelajaran Kooperatif GIV, GI dan PK, 3) hasil belajar IPA antara siswa yang dibelajarkan dengan Model Pembelajaran Kooperatif GIV, GI dan PK. Penelitian ini menggunakan desain penelitian quasi eksperimen dengan rancangan Non Equivalent Pretest-Posttest Control Group Design. Populasi dalam penelitian ini adalah empat kelas siswa kelas VII SMP Negeri 3 Sidemen. Pemilihan sampel dilakukan dengan teknik Group Random Sampling dan terpilih tiga kelas sebagai sampel. Sampel yang terpilih adalah kelas VIIA sebagai kelompok eksprimen yang belajar menggunakan model pembelajaran GIV, kelas VIIB sebagai kelompok eksperimen yang belajar menggunakan model GI dan kelas VIIC sebagai kelompok eksperimen yang belajar dengan model PK. Pengumpulan data menggunakan 2 jenis tes, yaitu tes motivasi belajar dikumpulkan dengan kuisioner motivasi belajar yang sudah divalidasi dan tes hasil belajar IPA dikumpulkan dengan menggunakan tes hasil belajar yang telah divalidasi. Data dkumpulkan pada akhir perlakuan untuk selanjutnya dianalisis dengan statistik deskriptif dan Uji MANCOVA dengan skor pre-tes motivasi belajar dan hasil belajar awal sebagai kovariat kemudian dilanjutan dengan uji LSD. Hasil penelitian menunjukkan bahwa (1) terdapat perbedaan motivasi belajar dan hasil belajar IPA antara siswa yang belajar menggunakan model pembelajaran kooperatif tipe GIV, GI dan PK. (2) terdapat perbedaan motivasi belajar yang signifikan antara siswa yang mengikuti pembelajaran dengan menggunakan model GIv, GI dan PK. (3) terdapat perbedaan hasil belajar IPA yang signifikan antara siswa yang mengikuti pembelajaran kooperatif tipe GIV, GI dan PK.
Kata Kunci : model pembelajaran, motivasi belajar, hasil belajar IPA.

The aim of the research was to describe and analyze the differences of: 1) learning motivation and learning achievement of natural science altogether between students who learned with Group Investigation Model added with Video (GIV), Group Investigation only (GI) and students who learned by Conventional Model (PK); 2) learning motivation between student who learned with Group Investigation Model added with Video (GIV), Group Investigation only (GI) and students who learned by Conventional Model (PK); 3) learning achievement of natural science between students who learned with Group Investigation Model added with Video (GIV), Group Investigation only (GI) and students who learned by Conventional Model (PK).This research was belonged to quasi experiment with pretest-post test only control design research. The research population were four classes of 7th grade Junior High School of SMP Negeri 3 Sidemen in the academic 2015/2016. By using Group Random Rampling, there were three classes taken as the samples of the study. The sample was class VIIA which was treated as the experimental group using GIV. Class VIIB as experimental group using GI only. Whereas class VIIC as control group treated with PK. The data were collected using two types of tests: learning motivation test collected through the students learning motivation questionnaire that was already validated and achievement test of natural science which was collected through validated achievement test. The data was collected at the end of treatment and then it was analyzed descriptively and with MANCOVA test with the pre-test learning achievement scores and pre-learning achievement as covariat and then continued with LSD test. The test of null hypothesis was carried out with the significance of 5%. The result of research indicated that: 1) There was a significant difference of learning motivation and the achievement of natural science between the students who learned using GIV, GI only and PK; 2) There was a significance difference of learning motivation between the group of students taught with GIV, GI only and PK; 3) There was a significance difference of learning achievement of natural science between the students taught with GIV, GI only and PK.
keyword : Learning Model, Learning Motivation, Natural Science Achievement.