Penerapan model discovery learning berbasis edutainment terhadap motivasi dan hasil belajar peserta didik pada pokok bahasan usaha di ma darul ulum palangka raya

Winarti, Wahyu Tri (2021) Penerapan model discovery learning berbasis edutainment terhadap motivasi dan hasil belajar peserta didik pada pokok bahasan usaha di ma darul ulum palangka raya. Undergraduate thesis, IAIN Palangka Raya.

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Abstract

Penelitian ini dilatar belakangi oleh pembelajaran fisika yang berlangsung bersifat monoton. Rendahnya hasil belajar peserta didik yang berarti motivasi belajar peserta didik cukup rendah. Peserta didik belum pernah mencoba menemukan konsep suatu materi secara mandiri ataupun kelompok melalui pendekatan saintifik. Peserta diidk terbiasa menerima materi dari pendidik secara keseluruhan.

Penelitian ini bertujuan untuk mengetahui: (1) Pengaruh model discovery learning berbaiss edutainment terhadap motivasi belajar peserta didik, (2) Pengaruh model discovery learning berbaiss edutainment terhadap hasil belajar peserta didik, (3) Respon peserta didik terhadap penerapan model discovery learning berbasis edutainment, (4) Proses penerapan model discovery learning berbasis edutainment.

Penelitian ini merupakan penelitian yang menggunakan pendekatakan kuantitatif. Instrumen yang digunakan dalam penelitian ini diantaranya yaitu lembar observasi, pedoman wawancara, angket motivasi belajar, angket respon peserta didik, dan tes hasil belajar pada aspek kognitif. Populasi dalam penelitian ini yaitu kelas X IPA di MA Darul Ulum Palangka Raya, dengan jumlah sampel yang sama.

Hasil penelitian menunjukkan bahwa: (1) Ada pengaruh model discovery learning berbasis edutainment terhadap motivasi belajar peserta didik dengan skor tertinggi 60 dan nilai sig. 0,000 pada signifikansi 0,05 (0,00 < 0,05), (2) Ada pengaruh model discovery learning berbasis edutainment terhadap hasil belajar peserta didik dengan rata-rata nilai posttest 83,19 dan nilai sig. 0,000 pada signifikansi 0,05 (0,00 < 0,05), (3) Respon peserta didik terhadap model discovery learning berbasis edutainment diperoleh rata-rata presentase sebesar 89,23% dengan kategori sangat baik, (4) Proses pembelajarannya melibatkan peserta didik disetiap langkah pembelajarannya sehingga menjadikan peserta didik termotivasi untuk belajar. Pada pertemuan pertama, diperoleh rata-rata 3,423 kategori efektif dan pertemuan kedua 3,64 yang berarti sangat efektif.

ABSTRACT

This research is motivated by the monotonous learning of physics. The low learning outcomes of students, which means that students' learning motivation is quite low. Students have never tried to find the concept of a material independently or in groups through a scientific approach. Students are accustomed to receiving material from the teacher as a whole.

This study aims to determine: (1) The effect of edutainment-based discovery learning models on students' learning motivation, (2) The effect of edutainment-based discovery learning models on student learning outcomes, (3) Participants' responses to the application of edutainment-based discovery learning models, ( 4) The process of applying the edutainment-based discovery learning model.

This research is a research that uses a quantitative approach. The instruments used in this study include observation sheets, interview guidelines, learning motivation questionnaires, student response questionnaires, and learning outcomes tests on cognitive aspects. The population in this study is class X IPA at MA Darul Ulum Palangka Raya, with the same number of samples.

The results showed that: (1) There was an effect of edutainment-based discovery learning model on students' learning motivation with the highest score of 60 and sig. 0.000 at a significance of 0.05 (0.00 < 0.05), (2) There is an effect of edutainment-based discovery learning model on student learning outcomes with an average posttest score of 83.19 and a sig. 0.000 at a significance of 0.05 (0.00 < 0.05), (3) The response of students to the discovery learning model based on edutainment obtained an average percentage of 89.23% with a very good category, (4) The learning process involves participants every step so that students learn to learn. At the first meeting, the average category was 3,423 effective and the second meeting was 3,64 which means very effective.

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