The Effect of Problem-Based Inductive Learning Strategies on Students' Motivation and Learning Outcomes in the Biology Learning Assessment Course, Biology Education Study Program, STKIP-PI Makassar
Kata Kunci:
Problem-based inductive learning strategy, Motivation, learning outcomesAbstrak
This study is a quasi-experimental research aimed at determining the effect of problem-based inductive learning strategies on students’ motivation and learning outcomes. The population of this study consisted of students of the Biology Education Study Program who were taking the Biology Learning Assessment course in the even semester (VI) of the 2016/2017 academic year. The sample was selected using a class random sampling technique. The research design employed was a pretest-posttest control group design. Data collection techniques included the use of questionnaires to measure learning motivation and pretest-posttest instruments to assess cognitive learning outcomes. The data were analyzed using both descriptive and inferential statistical methods. The results of the analysis showed that the average learning outcome score of the experimental class was 79.27, while that of the control class was 73.03, with standard deviations of 7.46 and 9.95, respectively. Hypothesis testing using the Independent Samples T-test through SPSS for Windows 20 yielded a significance value of 0.033. Since the significance value of 0.000 < α = 0.05, H0 was rejected, and H1 was accepted. This indicates that the problem-based inductive learning strategy has a positive effect on students’ motivation and learning outcomes in the Biology Learning Assessment course of the Biology Education Study Program at STKIP-PI Makassar
Referensi
Astuti, E. S., & Resminingsih. (2010). Bahan dasar untuk pelayanan konseling pada satuan pendidikan menengah jilid I. PT Grasindo.
Eggen, P., & Kauchak, D. (2012). Strategi dan model pembelajaran. PT Indeks.
Gunarsa, S. (2008). Psikologi perkembangan anak dan remaja. BPK Gunung Mulia.
Hakim, T. (2000). Belajar secara efektif. Puspa Swara.
Hapsari, S. (2005). Bimbingan dan konseling SMA untuk kelas XII. PT Grasindo.
Mulyati, et al. (2000). Strategi belajar mengajar kimia. JICA.
Nashar, H. (2004). Peranan motivasi dan kemampuan awal. Delia Press.
Panjaitan, S. (2006). Pengaruh strategi pembelajaran induktif dan kemampuan berpikir logis terhadap hasil belajar fisika. Forum Pendidikan, 31(1).
Pidarta, M. (2007). Landasan kependidikan. Rineka Cipta.
Sabri, A. (2007). Strategi belajar mengajar dan micro teaching. Ciputat Press.
Sagala, S. (2006). Konsep dan makna pembelajaran. Alfabeta.
Sahabuddin. (1999). Mengajar dan belajar. Badan Penerbit UNM.
Sanjaya, W. (2001). Strategi belajar mengajar. Bumi Aksara.
Santrock, J. W. (2008). Psikologi pendidikan. Prenada Media Group.
Sardiman, A. M. (2001). Interaksi dan motivasi belajar-mengajar (Cet. IX). Raja Grafindo Persada.
Subroto, S. (2002). Proses belajar mengajar di sekolah (Cet. I). Rineka Cipta.
Sudjana, N. (1989). Penilaian hasil proses belajar mengajar. Remaja Rosdakarya.
Sudjana, N., & Ahmad, R. (1989). Media pengajaran. Sinar Baru.
Sugiyono. (2006). Metode penelitian pendidikan. Alfabeta.
Thursan, H. (2008). Belajar secara efektif. Pustaka Pembangunan Swadana Nusantara.
Trianto. (2007). Model-model pembelajaran inovatif berorientasi konstruktivisme. Tim Prestasi Pustaka.
Trianto. (2010). Model pembelajaran terpadu. Bumi Aksara.
Warsita, B. (2008). Teknologi pembelajaran: Landasan dan aplikasinya. Rineka Cipta.
Wena, M. (2009). Strategi pembelajaran inovatif kontemporer: Suatu tinjauan konseptual operasional. Bumi Aksara.
Yasmin, M. (2008). Paradigma pendidikan konstruktivistik. Gaung Persada Press.
Unduhan
Diterbitkan
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2018 Celebes Biodiversitas
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
