PENGARUH MOTIVASI TERHADAP HASIL BELAJAR SISWA DENGAN MODEL PEMBELAJARAN ELICITING ACTIVITIES MENGGUNAKAN STRATEGI SCAFFOLDING

Hamidah Hamidah, Undang Rosidin, Abdurrahman Abdurrahman

Abstract


Based on research conducted there are many more students gain in value under KKM. This research was meant to find out the influence of motivation to study result of the students with model of learning eliciting activities use strategy scaffolding. The study is done in SMA Perintis 1 Bandar Lampung using design one-shot case study. To test the influence of test the linearity, the correlation, and linear regression simple between data motivation and study result of the test the student with previous beforehand about by using test the validity of and reliabilitas. Results of the study show that there are influences of motivation against the results of a positive linear physics learning and significant contribution of the determinant of the 14.7%.

Berdasarkan penelitian yang dilakukan masih banyak siswa memperoleh nilai di bawah KKM. Tujuanpenelitianuntuk mengetahui pengaruh motivasi terhadap hasil belajar siswa dengan model pembelajaran eliciting activities menggunakan strategi scaffolding. Penelitian ini dilakukan di SMA Perintis 1 Bandar Lampung menggunakan desain One-Shot Case Study. Untuk menguji pengaruh dilakukan uji linearitas, korelasi, dan regresi linear sederhana antara data motivasi dan hasil belajar siswa dengan sebelumnya menguji terlebih dahulu soal dengan menggunakan uji validitas dan reliabilitas. Hasil penelitian menunjukan bahwa terdapat pengaruh motivasi terhadap hasil belajar fisika linear yang positif dan signifikan dengan kontribusi determinan sebesar 14,7%

Kata kuci: motivasi, eliciting activities, scaffolding


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References


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Copyright of the article is reserved by the author(s). Published by the Physics Education Study Program, Faculty of Teacher Training and Education, Universitas Lampung in Collaboration with the Physical Society of Indonesia (since 2019).  This article is an open-access article under the Creative Commons non-commercial-share-alike 4.0 International License (CC BY-NC-SA 4.0) license.