Learning Motivation Strategy Through Problem-Based Learning

Triyanto Triyanto, Suharno Suharno, Syarifatun Khodijah and Tita Wulandari

Faculty of Teacher Training and Education, Sebelas Maret University, Jl. Ir. Sutami No.36A, Surakarta, Indonesia

try@staff.uns.ac.id

Keywords: Learning Motivation, Strategy, Problem-based Learning.

Abstract: The purpose of this study is to determine the effectiveness of problem-based learning model to improve

learning motivation. The research used quantitative research method of a quasi-experimental type. The data

were gathered by closed questionnaire in the form of attitude scale from Likert. The validity and reliability

test used SPSS 17.0 software. The prerequisite test used the normality test from Lilliefors. A non-

independent t-test was used as a data analysis technique. The results of this research data analysis show that

t-count, 2.760> t-table 1.708 with a significance level of 5%. Based on the results of the analysis, it can be

concluded that the problem-based learning model is sufficient to improve learning motivation. Likewise,

with the results of observations obtained conclusion that the model of problem-based learning can improve

student learning motivation evidenced by the emergence of interest, interest, and tenacity of students to

solve problems.

1 INTRODUCTION

The learning process of educational is organized in

an interactive, inspirational, fun, challenging,

motivational way for the students to participate

actively, and provide sufficient space for creativity,

and independence according to the talents, interests,

physical, and psychological development of learners

(Menteri Pendidikan dan Kebudayaan Republik

Indonesia, 2013). The demand for learning in the

21st century is learning that can stimulate students

actively seek and build their knowledge. In other

words, the learning process has been directed to the

formation of high-level or high order thinking skills.

Most of the contemporary educational reforms

require teaching and learning that foster profound

understanding. The reform emphasizes that it is not

important for students to remember and memorize

facts and information, but it is important for them to

create new knowledge by analyzing, evaluating, and

integrating information (Choi, 2017).

Learning-oriented development of the ability to

construct their knowledge requires a high learning

motivation from students. In education, teachers

only act as facilitators and mentors, while students

have greater input and responsibility in determining

what and how they should learn (Witte and Rogge,

2012). Motivation can be interpreted as a force that

causes people to reach a goal. In the theory of

cognitive development, motivation is perceived as

an unconscious effort that regularly leads to the

complexity and development of different individual

mental structures (Alhodiry, 2016). Motivation

evokes motives, generates mobility to achieve a

satisfaction or purpose (Aminah, 2016). In other

words, motivation can manipulate, inspire, and

persuade students by encouraging and promoting

their professional goals. Motivation is more

pragmatic in which a person makes choices about

the purpose of pursuing and one's effort to be

continued (Bukhary and Bahanshal, 2013).

Learning motivation can be defined as the

availability of a student to study intensely and

consistently to realize the goals of the education, in

the hope that the efforts undertaken will lead to the

realization of an individual goal. These personal

goals are generated, then perceived, and are the right

decisive reasons for action and work within the

classes (Zlate and Cucui, 2015). Learning

motivation is a force that encourages students to

learn the topic or subject matter to reach the learning

objectives. Motivation is an essential for student

learning activities, where they are directed to

achieve the goals, will be resilient and not easily

give up. A student classified as having low or high

learning motivation can be determined by learning

motivation indicators.

396

Triyanto, T., Suharno, S., Khodijah, S. and Wulandari, T.

Learning Motivation Strategy Through Problem-Based Learning.

In Proceedings of the 2nd International Conference on Sociology Education (ICSE 2017) - Volume 2, pages 396-400

ISBN: 978-989-758-316-2

Indicators of learning motivation include: (1)

diligent in facing tasks, (2) tenacious facing

difficulties, (3) showing interest in various

problems, (4) getting bored with routine tasks, (5)

preferring to work independently, (7) is not easy to

let go of things that are believed, (8) happy to find

and solve problems (Sardiman, 2001).

However, researchers found that many students

had low learning motivation, especially elementary

school students. The statement was supported by

data (3rd class daily re-examination) which the

researchers collected and analyzed on May 29, 2017,

at SDN Ngarum 2 Sragen. The conclusion, 19% (5

students) of the total grade 3 (26 students) has

reached Minimum Exhaustiveness Criteria (KKM),

while the remaining 81% (21 students) have not

reached KKM. Also, the low motivation of student

learning is also supported by the results of

observations of class 3 on May 29, 2017, at SDN

Ngarum 2 Sragen, students tend to be passive and

often do not complete the task, less interested in

learning and do not want to ask questions about the

material that has not been understood to their friend

or teachers. This will impact on the ineffective of

education, which will ultimately impact to the

unattainable learning objectives.

Facts about the low motivation of student

learning are also found on the results of research

Syriac, Maulana and Julia (2016), the percentage of

students who are afraid to miss the math lessons

only amounted to 44%, so 56% of students do not

feel frightened to lose math lessons. This means that

students who do not feel afraid to miss math lessons

are students who do not have the motivation to learn

math is high. Also, the percentage of students who

did not feel bored with math lessons was only 42%,

so that 58% of other students were bored with math

lessons. While students who feel bored with math

lessons are students, who do not have high learning

motivation, so from the data can be seen that the

majority of students do not have high motivation to

learn math.

The statement was supported by several other

findings: intrinsic motivation, involvement, and

student achievement in their lower secondary school

decline in mathematics (Grades 7-10, aged 13-16

years (Wilson and Mack in Chen et al., 2012)

Though Singapore secondary students usually

perform well in international mathematical

assessments (Wilkins in Chen et al., 2012), As far as

mathematics is concerned, these students are not free

of the psycho-educational factors (such as anxiety

and self-doubt) potentially hamper their subsequent

involvement and achievement in the subject

(Stankov in Chen et al., 2012)

The problem requires a solution to improve

student learning motivation, given its significant role

in the success of learning (Ozer and Akgun, 2015).

In that case, Chernoff, Csikszentmihalyi, Schneider,

and Shernoff in Autio (2011) stated that research

consistently reveals that motivation is not only to the

current academic functioning but also to student’s

beliefs in their future success as students and their

expectation of positive school experiences.

The solution of these problems is to seek out

several factors that can influence learning

motivation. One of them is to create a learning

condition that motivates his learning. As Tohidi and

Jabbari (2012) have pointed out, because students

are not always motivated internally, sometimes they

need to be in a motivating condition, found

regarding the environment created by the teacher.

Teachers can create it through the selection of

appropriate learning models. Learning model that is

assumed can improve student's learning motivation

is Problem Based Learning (PBL). The assumption

was based on Jones's (2006) opinion that PBLs can

increase students' motivation to learn by focusing on

real learning scenarios.

PBL is learning that results from the work

process towards understanding, or solving a problem

(Alrahlah, 2016). Problem-Based Learning is a

learning model based on the principle of using

problems as the starting point of acquisition and

integration of new knowledge (Saleh, 2013). Briefly,

problem-based learning is a model of learning that

presents the actual and contextual problems related

to the students' lives to develop their problem-

solving skills. The problem-based assumptions of

students believe that PBLs have increased their

motivation to learn and to improve their learning

motivation (Witte and Rogge, 2012; Alrahlah,

2016). Then some empirical studies have examined

how PBLs affect students' learning motivation.

This opinion is also supported by the following

notice, namely the motivation to operationalize the

students' broad interest, which is in demand by

environmental stimuli, such as problems or

facilitator discussions about interesting facts

(Alrahlah, 2016). In addition to attracting students,

the presentation of the issues in learning will provide

new experiences so that students feel happy when

learning. This opinion is supported by the following

idea, that PBL is very fun for students and tutors or

teachers, and the process requires all students to be

involved in the learning process (Alrahlah, 2016).

Independent and active learning is believed to

Learning Motivation Strategy Through Problem-Based Learning

397

engage students in developing higher self-learning

motivations, more variety of learning skills, and

better learning outcomes (Witte, and Rogge, 2012)

Based on the description, the researcher took the

title of the strategy of improving motivation to learn

through problem-based learning. The purpose of this

study is to determine the effectiveness of problem-

based learning model to enhance student learning

motivation. Quantitative methods of quasi-

experimental type are used in this study. Based on

the formulation of the objectives, it can be assumed

that the problem-based learning model is sufficient

to improve students' learning motivation. Given

some of the advantages that the model has in

attracting attention and interest of students to the

problem presented. This is one indication of the

emergence of student learning motivation.

2 METHODS

This research is a quantitative research of quasi-

experimental type with pre-test and post-test design

model.

2.1 Hypothesis

The hypothesis proposed in this study is:

The null hypothesis is the problem-

based learning model is not effective

to improve students' learning

motivation

Effective problem-based learning

model to improve students' learning

motivation.

This research is expected to be an alternative

solution to improve student learning motivation,

especially learning at the primary level.

2.2 Setting and Participant

The setting of this research is SDN Ngarum 2 and

SDN 1 Masaran which is located in Sragen district

of Central Java province. The member of this

research is third grades in both of schools. The

numbers of participant are 56 students, 26 members

from SDN Ngarum 2 and 26 from SDN 1 Masaran.

Participant consists of 17 males and 35 females

elementary school student.

2.3 Data Collecting and Analysis

Data were collected by using the closed-loop type of

questionnaire and participant observation. The

questionnaire was developed using attitude by Likert

scale. The number of questionnaire items is as much

as 40 items and include valid criterion with

Cronbach alpha value 0.920. Motivation indicators

utilized in the questionnaire include: diligent,

tenacious, interest, feeling bored, working

independently, defending opinions, confident,

interested (Sardiman, 2001).

Data were analyzed by SPSS 17.0 software. Test

requirements analysis used is a test of data

normality. Test the normality of the data using the

Lilliefors formula. The data analysis technique used

is non-independent t-test to examine the hypothesis.

3 RESULTS AND DISCUSSION

The results of pre-test and post-test were tested for

normality first as a requirement to verify the

effectiveness by using the Lilliefors formula, with a

significance level of 5%.

Table 1: Normality test of pre-test.

Mean

table

count

118,8846

0,161

0,091

Table 2: Normality test of post-test.

Mean

table

count

126,5

0,161

0,046077

Based on the results of pre-test and post-test

normality test, it is known that both tests are

normally distributed with Lcount < Ltable value in

both tests. So it can be assumed that hypothesis

testing can be implemented.

Hypothesis testing was performed by non-

independent t-test, with a significance level of 5%.

The calculation results can be described as follows.

Table 3: Hypothesis test results.

table

count

14,069

1,708

2,760

According to the table 3, Ho is rejected, and Ha

accepted because of t

count

> t

table

, which means

problem-based learning model effectiveness to

improve student's learning motivation. The results

also explain that problem-based learning is

interesting.

ICSE 2017 - 2nd International Conference on Sociology Education

398

Based on the observation results, it appears that

students who have low motivation were passive, just

discuss with their group and are reluctant to ask the

teacher. They provide solutions to problems by their

knowledge or previous experience. The interesting

thing is low motivation students are not easy to give

up and try to complete the task given. Some students

who have low learning motivation can solve all

problems with longer time. This is contrary to the

study of Putra et al. (2016) that the impact from low

motivated students is likely to give up when doing

difficult tasks easily. They prefer to leave a difficult

task rather than solve it. In this case, the teacher is

very role as a motivator to the students. Teachers

continue to guide and motivate students to continue

to work.

Different findings from this study occur because

of the interest and curiosity in answer to the problem

so that students feel challenged to be able to solve

all of these issues. The statement is supported by the

results of the following research, that PBLs allow

students to be more involved in learning information

and store information much better when reinforced

in this way. It is fun and exciting, and every week

there is a new method used to present information.

Students are interested to see what each group thinks

and needs to be taught to large groups (Pastirik,

2006).

The emergence of interest in solving the problem

is a sign of the appearance of learning motivation

from within students. As the following findings

indicate that students tend to be intrinsically

motivated, if they: address their educational

outcomes to factors that are under their control,

believe they can be useful agents in achieving the

desired goals, are interested in mastering a topic, not

just rote learning to attain good grades (Tohidi and

Jabbari, 2012).

Highly motivated students tend to provide

solutions that are associated with what is known or

experienced by theory. Also, students often ask the

teacher about the difficulties that arise when solving

the problem. Some highly motivated students can

solve all problems with a shorter time. When

encountering difficulties, some of these students

look more active in finding solutions.

Based on the two differences seen from the

students who have high motivation and low when

finding the solution of the problem, it can be seen

that the difference indicates an increase in learning

motivation in students (both initially have high and

low motivation) when presented learning with

problem-based learning. The increase is reported by

the emergence of student's passion and interest

towards the problem which then actualized with the

willingness to find solution problem. The findings

are also supported by the following opinions,

namely the motivation to operationalize the students'

in-depth interests, which are in demand by

environmental stimuli, such as problems or

facilitator discussions of exciting facts (Alrahlah,

2016).

Then the increase in motivation is also shown by

the emergence of diligent and tenacious attitude to

face difficulties. This was apparent when some

students complain about severe problems, but they

still want to try and not easily give up looking for

solutions, and all students can provide solutions to

problems in a timely fashion despite some

inappropriate solution problems.

The results of the hypothesis and observation test

explain that the factual and exciting problems and by

their cognitive ability can encourage full

involvement in solving problems, with this

relationship will generate a sense of fun and the

emergence of interest which is an indicator of the

motivation to learn. As Csikszentmihalyi finds in

Fullagar and Mills (2008) that the holistic sensation

that people feel when they act with total

involvement. This signifies an optimal experience so

engrossing and enjoyable that activity becomes

viable for its sake without extrinsic motivational

motivation (Csikszentmihalyi in Fullagar and Mills,

2008).

The findings are also supported by the opinions

of Vallerand et al. in Fullagar and Mills (2008) that

motivation to perform an activity because one likes

to learn and explore new things and ideas (intrinsic

motivation- knowledge). Another type of self-

determination of intrinsic motivation is the desire to

perform an activity because of the satisfaction

derived from completing or creating something

(inherent motivation-achievement). This kind of

natural motivation is the desire to show an action to

experience the sensory stimuli it provides (intrinsic

motivation-stimulation). In this motivation, an

individual engages in an activity for joy, sensual

pleasure, and enjoyment of activity.

This opinion is in line with the indicators of

learning motivation proposed by Sardiman (2001),

that the signs of learning motivation include: (1)

persevering on duty, (2) tenacious facing difficulties,

(3) showing interest in various problems, (4) fast

boredom on routine tasks, (5) prefer to work

independently, (6) can defend his opinion, (7) not

quickly let go of things believed, (8) happy to find

and solve problem problems. So it can be seen that

the achievement of several indicators of learning

Learning Motivation Strategy Through Problem-Based Learning

399

motivation (the emergence of perseverance, tenacity,

pleasure, interest and happy problem solving) when

teachers apply problem-based learning model.

4 CONCLUSIONS

The conclusion of this research is compelling

problem-based learning model to improve student's

learning motivation. The model provides full

opportunities for students in solving problems that

are appropriate to their daily life and cognitive level.

Total involvement in solving the problem can

encourage interest, interest, and excitement to solve

the problem, an indicator of learning motivation.

ACKNOWLEDGEMENTS

The researcher would like to thank Professor Furqon

Hidayatullah as Director of Graduate Program of

Sebelas Maret University Surakarta, and all of the

teachers at SDN Ngarum 2 and SDN 1 Masaran

Sragen for their support and participation in the

research so that this complete article well.

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