Perkuliahan Bermodel Attention, Relevance, Confidence, and Satisfaction (ARCS) Menumbuhkan Motivasi Belajar Calon Guru SD

Authors

  • Fenia Reny DA Universitas PGRI Palembang

DOI:

https://doi.org/10.30651/else.v2i2.1664

Abstract

Abstrak: Pembelajaran yang dikembangkan ARCS dapat meningkatkan perhatian mahasiswa, mengembangkan relevansi kebutuhan mahasiswa, membuat harapan positif untuk sukses dan memiliki kepuasan dalam keberhasilan. Tujuan Penelitian ini adalah untuk melihat pengaruh motivasi belajar colon dosen SD Universitas PGRI Palembang melalui penerapan model pembelajaran Attention, Relevance, Confidence, Satisfaction (ARCS). Metode penelitian Quasy Experimental Design dengan rancangan Posttest-Only Control Design. Populasi seluruh mahasiswa semester dua PGSD Universitas PGRI Palembang. Sampel adalah Kelas 2A dan 2C. Pengambilan sampel dalam penelitian ini menggunakan teknik cluster random sampling. Teknik pengumpulan data yang digunakan adalah tes prestasi belajar yakni Ujian Akhir Semester. Data yang diperoleh dianalisis menggunakan uji-t. Berdasarkan hasil analisis uji-t untuk tes akhir pada taraf signifikan α=0,05 diperoleh thitung = 2,799 >  ttabel = 1,665, sehingga dapat disimpulkan ada pengaruh model ARCS  menumbuhkan motivasi belajar calon guru SD.   

Kata kunci: Model ARCS, Motivasi Belajar

Abstract: Learning developed by ARCS can increase student attention, develop the relevance of student needs, create positive expectations and succeed in success. The purpose of this study is to determine the motivation of teacher studying candidates SD Palembang PGRI University through the application of Attention model, Relevance, Confidence, Satisfaction (ARCS). Quasy Experimental Design research method with Posttest-Only Control Design design. Population of all students of second semester of PGSD PGRI University of Palembang. The samples are Class 2A and 2C. Sampling in this research using cluster random sampling technique. The data used is a learning test that is the Final Test of Semester. The data obtained were analyzed using t-test. Based on the result of t-test analysis for the final test at significant level α = 0,05 obtained thitung = 2,799 > ttabel = 1,665, so it can be concluded there is influence of ARCS model motivate learn elementary school teacher candidate.

Keywords: ARCS Model, Learning Motivation

Author Biography

Fenia Reny DA, Universitas PGRI Palembang

Feniareny. DA.,M.Pd lahir 4 Februari 1989 di lubuklinggau

S1 PGSD Universitas Sriwijaya

S2 Pendidikan Dasar Universitas Negeri Padang

References

Colakoglu, O.M & Akdemir, O. 2010. Motivational Measure Of The Instruction Compared: Instruction Based On The ARCS Motivation Theory V.S. Traditional Instruction in Blended Courses. Turkish Online Journal of Distance Education- TODJOE, 11 (2), 73-89.

Hamoraon, “Pembelajaran Inovatif Model ARCS Keller†(On-line). [cited 06 Desember 2016). Available from: http://learningtheori.wordpress.com/2010/03/08/model-arcs-keller, (pukul: 10.00 wib).

Jihad, A & Harris, A. 2008. Evaluasi Pembelajaran. Yogyakarta: Multi Presindo.

Keller, J, M. 2010. Motivational Design For Learning And Performance: The ARCS Model Approach. New York: Springer.

_________. 1987. Development & Use of the ARCS Model of Instructional Design. Journal of Instructional Development). New York: Springer Link. (pp.2-11).

Wena, Made. 2013. Strategi Pembelajaran Inovatif Kontemporer. Jakarta: BumiAksara.

Malik, S. 2014. Effectiveness Of ARCS Model Of Motivational Design To Overcome Non Completion Rate Of Students In Distance Education. Turkish Online Journal of Distance Education-TODJOE, 15 (2). 194-200.

Molaee, Z,. & Dortaj, F. 2014. Improving L2 Learning: An ARCS Instructional Motivational Approach. Procedia: Social & Behavioral Science.(Pp 1214-1222).

Santrock, John W. 2008. Psikologi Pendidikan . Jakarta: Prenada Media Group.

Siregar, Eveline dan Hartini Nara. 2011. Teori Belajar dan Pembelajaran. Bogor: Ghalia Indonesia.

Sugiono. 2015. Metode Penelitian Kualitatif, Kuantitatif dan R&D. Bandung: Alfabeta.

Suzuki, K., Nishibuchi, A., Yamamoto, M., & Keller, J.M. (2004). Development and Evaluation of Website to Check Instructional Design Based on the ARCS Motivation Model. Ministry of Education, Culture, Sport, Science and Technology: Grants-in-Aid for Scientific Research, 2.

Published

2018-08-19

Issue

Section

Artikel