Abstract
The purpose of this research is to develop an acid-base device that integrates ARCS motivation strategies in problem-solving learning models of scientific attitudes and critical thinking skills of students. The development of this device uses a 4-D model, but in this study, due to the limited time, the development of the device only reached the development stage and was tested on Biology Education Study Program students in semester 2 with a one-group pretest-posttest design. Data collection techniques used are validation, tests, and questionnaires. Data were analyzed using SPSS and the Likert scale. The results showed the validity of the Semester Lesson Plan obtained a rcount of 0.690, valid category. Student Worksheet obtained rcount value of 0.748 valid categories. Learning Outcomes Test obtained, rcount of 0.701, with a valid category. The percentage of Lesson Plan implementation is on a scale of 4 with a good category. The results of the N-Gain Score test in the productive class is 78.58% effective category while the N-Gain Score in the trial class is 70.14% and is included in the quite effective category. The data shows that learning using ARCS motivation strategies in problem-solving learning models can improve student learning outcomes.
Highlights
The education system for higher education has oriented to the achievement of learning quality
The results of the detailed analysis can be described as follows: Semester Learning Plan (SLP) The Semester Learning Plans (SLP) developed refers to the analysis of students' abilities by considering the depth and breadth of acid-base material
The SLP was further validated by 2 expert teams and obtained instrument reliability analysis data with an average Cronbach's Alpha value of 0.817. This value indicates that the reliability of the SLP is included in the very high category because it is in the range of the reliable coefficient interval value of 0.71 – 1.00
Summary
The education system for higher education has oriented to the achievement of learning quality. Graduate competency standards in learning outcomes include attitudes, knowledge, and skills. Graduate competencies are more focused on life skills. Higher education is increasingly important to ensure that students have the skills to learn and innovate, the skills to use technology and information media, and can work and survive using the skills they have. Student creativity is still not considered and trained in learning. That is due to the pattern of education in Indonesia which emphasizes the rote
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