Attention, relevance, confidence, satisfaction (ARCS) model on students’ motivation and learning outcomes in learning physics

Abstract

The learning outcomes are influenced by several factors, both from the teachers and the student and still many students who are not motivated to learn, so their learning outcomes tend to be lower. One of the learning models that can be used to improve motivation and learning outcomes is by using the ARCS learning model. This research aims to determine the influence of ARCS models on the motivation and learning outcomes of students in optical equipment at Public Senior High School 4 Banda Aceh. The method of research was quantitative method with pretest-posttest control group design. The population in this study was all students of grade eleven. The sample was selected randomly, grade eleven 4 as an experiment class and grade eleven 5 as control class, each consisting of 32 students. Research instruments were written test and motivation questionnaire and the data analyzed used T-test and N-gain. The result of the four indicators consists of attention obtained 4.55, relevance obtained 4.50, confidence obtained 4.60 and satisfaction obtained 4.74, which means there is a significant influence to the learning outcomes and motivation of students through the ARCS model for optical equipment.