PENGARUH MODEL PEMBELAJARAN GUIDED INQUIRY DAN DIRECT INSTRUCTION TERHADAP HASIL BELAJAR DASAR DAN PENGUKURAN LISTRIK DITINJAU DARI MOTIVASI BELAJAR SISWA DI SMK NEGERI 1 DRIYOREJO

Nur Maghfirotut Thohiroh, Munoto . .

Abstract


Abstrak

Penelitian ini bertujuan untuk mengetahui (1) perbedaan antara model pembelajaran guided inquiry dan model pembelajaran direct instruction terhadap hasil belajar siswa yang mempunyai motivasi berbeda, (2) perbedaan motivasi belajar tinggi dan motivasi belajar rendah terhadap hasil belajar siswa yang dibelajarkan menggunakan model pembelajaran berbeda, dan (3) interaksi antara model pembelajaran dan motivasi belajar terhadap hasil belajar siswa. Jenis penelitian ini adalah penelitian eksperimen dengan rancangan penelitian factorial design. Subyek dalam penelitian ini adalah siswa kelas X TPTL SMK Negeri 1 Driyorejo di mana kelas X TPTL 1 sebagai kelas yang dibelajarkan menggunakan guided inquiry dan X TPTL 2 sebagai kelas yang dibelajarkan menggunakan direct instruction. Instrumen penelitian berupa lembar tes tulis, tes kinerja, dan angket motivasi belajar siswa.

Hasil penelitian dianalisis dengan anava dua jalur menunjukkan (1) terdapat perbedaan hasil belajar siswa yang dibelajarkan dengan model pembelajaran guided inquiry dan model pembelajaran direct instruction yang ditunjukkan oleh nilai rata-rata GI adalah 52.9969 dan DI adalah 46.9938. Hasil uji F sebesar 12.519 dengan harga p-value sebesar 0.001. Hasil belajar siswa menggunakan guided inquiry lebih baik daripada direct instruction; (2) terdapat perbedaan hasil belajar siswa yang memiliki motivasi belajar tinggi dan rendah. Rerata hasil belajar motivasi tinggi adalah 51.8242 dan motivasi rendah adalah 48.0484. Hasil uji F sebesar 5.032 dengan harga p-value sebesar 0.029. Hasil belajar siswa yang bermotivasi tinggi lebih baik daripada siswa yang bermotivasi rendah; dan (3) terdapat interaksi antara model pembelajaran dan motivasi belajar terhadap hasil belajar siswa yang ditunjukkan oleh hasil uji F sebesar 16.703 dengan harga p-value sebesar 0.000. Perbedaan yang signifikan terjadi antara ; ; dan berarti bahwa untuk siswa yang bermotivasi belajar tinggi lebih sesuai jika dibelajarkan menggunakan model pembelajaran guided inquiry. Untuk siswa yang bermotivasi belajar rendah sama baik jika dibelajarkan menggunakan model pembelajaran guided inquiry maupun direct instruction.

Kata kunci: model pembelajaran guided inquiry, model pembelajaran direct instruction, motivasi belajar siswa, hasil belajar siswa

Abstract

This research aims to find (1) the difference between guided inquiry and direct instruction learning model for the students’ study who have different motivation, (2) the difference of high learning motivation and low learning motivation for the students’ study result which is delivered by using different learning model, and (3) the interaction between learning model and learning motivation for the students’ study result. This research is an experiment research by using factorial design. The subject of this research are students of tenth grade TPTL 1 of SMK Negeri 1 Driyorejo as the subject who are taught by using direct instruction. Students of X TPTL 1 are tought by guided inquiry and students of X TPTL 2 are tought by direct instruction. The research instruments are written test sheet, performance test, and questionnaire for students’ learning motivation. The result is analized by using two tails anava and shows that (1) there is a different study result of the students who are taught by using guided inquiry and those who are taught by using direct instruction the average GI is 52.9969 and DI is 46.9938.

The result of F test is 12.519 and p-value is 0.001. The study results of the students who are taught by using guided inquiry is better than those who are taught by using direct instruction; (2) there is a different study result of the students who have high motivation and those who have low motivation. The average score for the students who have high motivation is 51.8242. the average score for the students who have low motivation is 48.0484. The result of the F test is 5.032 and the p-value is 0.029. The study results of the students who have high motivation is higher than those who have lowmotivation; and (3) there is interaction between learning model and learning motivation for the students which is showed by result of the F test for 16.703 and the p-value is 0.000. The significant different which can be seen among ; ; and  shows that the students who have high motivation is appropriate to be taught by using guided inquiry. The students who have low motivation is appropriate to be taught either by using guided inquiry or direct instruction.

Keywords: guided inquiry learning model, direct instruction learning model, students’ learning motivation, students’ study result


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