The Development Of Attention, Relevance, Confidence, And Satisfaction (ARCS) Model Based on Active Learning to Improve Students'learning Motivation

Riska Widya Pratama, Sudiyanto Sudiyanto, Riyadi Riyadi

Abstract


This research and development aim to: (1) develop a valid and practical model so that it can improve students' motivation in learning mathematics, (2) know the effectiveness of the active learning based ARCS model. This research refers to the stages of research and development from Borg and Gall which has been modified by Sukmadinata into 3 stages, namely preliminary studies, product development, and product testing. Data analysis techniques used are descriptive qualitative and quantitative. The research finds that (1) active learning based on ARCS model is valid and practical to improve students' learning motivation in mathematics learning based on the assessment given by education experts of 77.94% (good category), material experts of 87.14% (excellent category), and practitioners of 96.56% (excellent category). (2) The result of the effectiveness test shows that the developed product is effective in increasing students' learning motivation in mathematics learning based on experimental results which shows p less than 0.05 on learning motivation which means there are significant differences in students who were taught using the ARCS model based on active learning.

 


Keywords


Active Learning, ARCS Model, Learning Motivation, Mathematics

Full Text:

PDF

References


Alfiyana, R., Sukaesih, S., & Setiati, N. (2018). Pengaruh Model ARCS dengan Metode Stick Terhadap motivasi dan Hasil Belajar Siswa Materi Sistem Pencernaan. Unnes Journal of Biology Education, 7(2), 226–236.

Amin, A. K. (2017). Kajian Konseptual Model Pembelajaran Blended Learning berbasis Web untuk Meningkatkan Hasil Belajar dan Motivasi Belajar. Jurnal Pendidikan Edutama, 4(2), 51–64.

Andrianti, R. Y., Irawati, R., & Sudin, A. (2016). Pengaruh Pendekatan SAVI (Somatic, Auditory, Visual, Intellectual) dalam Meningkatkan Kemampuan Komunikasi Matematis dan Motivasi Belajar Siswa Sekolah Dasar pada Materi Pengolahan Data. Jurnal Pena Ilmiah, 1(1), 471–480.

Anita, I. W. (2015). Pengaruh Motivasi Belajar Ditinjau Dari Jenis Kelamin Terhadap Kemampuan Berpikir Kritis Matematis Mahasiswa. Jurnal Ilmiah UPT P2M STKIP Siliwangi, 2(2), 246–251.

Aunurrahman. (2013). Belajar dan Pembelajaran. Bandung: Alfabeta.

B. Sjukur, S. (2012). Pengaruh Blended Learning Terhadap Motivasi Belajar Dan Hasil Belajar Tingkat SMK. Jurnal Pendidikan Vokasi, 2(3), 368–378.

Fitrianingrum, A. (2015). Pengembangan Bahan Ajar Digital Berbasis ARCS (Attention-Relevance-Confidence-Satsfaction) untuk Meningkatkan Keefektifan Pembelajaran Jarimatika dengan Metode Blended Learning di Unit Jarimatika Center Salatiga. Universitas Sebelas Maret.

Ghofuri, A. M., Sanusi, & Krisdiana, I. (2014). Efektivitas Pembelajaran Berbasis Multimedia Menggunakan Power Point Dengan Pendekatan Pembelajaran Berbasis Masalah (Problem Based Learning) Ditinjau Dari Motivasi Belajar Siswa. JIPM : Jurnal Ilmiah Pendidikan Matematika, 3(1), 1–7.

Joyoatmojo, S. (2011). Pembelajaran Efektif: Pembelajaran yang Membelajarkan. Surakarta: UNS Press.

Keller, J. (2010). Motivational Design for Learning and Perfomance: The ARCS Model Approach. New York: Springer.

Maduretno, T. W., Sarwanto, & Sunarno, W. (2016). Pembelajaran IPA Dengan Pendekatan Saintifik Menggunakan Model Learning Cycle dan Discovery Learning Ditinjau Dari Aktivitas Dan Motivasi Belajar Siswa Terhadap Prestasi Belajar. JPFK, 2(1), 1–11.

Mayliana, E., & Sofyan, H. (2013). Penerapan Accelerated Learning Dengan Pendekatan SAVI Untuk Meningkatkan Motivasi dan Hasil Belajar Kompetensi Menggambar Busana. Jurnal Pendidikan Vokasi, 3(1), 14–28.

Piriyasurawong, P. (2019). Active Learning Using ARCS Motivation on Social Cloud Model to Enhance Communicatio Skills in Foreign Language. TEM Journal, 8(1), 290–297.

Silberman, M. L. (2013). Active Learning: 101 Cara Belajar Siswa Aktif. Terj: Raisul Muttaqien. Bandung: Nuansa Cendekia.

Slavin, R. E. (2006). Educational Phsycology: Theory and Practice. Boston: Pearson Education, Inc.

Sukmadinata, N. S. (2012). Metode Penelitian Pendidikan. Bandung: PT Remaja Rosdakarya.

Syaifulloh, A. (2016). Pengaruh Strategi Problem-Based Learning (PBL) terhadap Motivasi dan Hasil Belajar Peserta Didik pada Mata Pelajaran Fiqih di MA Khozinatul ‘Ulum Blora Jawa Tengah. Wahana Akademika, 3(2), 121–136.

Syarif, I. (2012). Pengaruh Model Blended Learning Terhadap Motivasi Dan Prestasi Belajar Siswa SMK. Jurnal Pendidikan Vokasii, 2(2), 234–249.

Tugun, V. (2018). Impacts and Opinions on the Technology Self-Sufficiency of the Students who are Coding Education in the Flipped Classroom Adapted to the ARCS Motivation Model. TEM Journal, 7(2), 366–371.




DOI: http://dx.doi.org/10.24042/ajpm.v10i1.4044

Refbacks

  • There are currently no refbacks.


 

Indexed by:

 

 

Creative Commons License
Al-Jabar : Jurnal Pendidikan Matematika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.