Abstract
Learning activities during the covid-19 pandemic have adapted by utilizing e-learning platforms, and this condition encourages the need to help students, especially by knowing their many motivations. Thus, this study aims, 1) To determine the level of student learning motivation in general and by gender 2) To determine the percentage of the ARCS aspect of each school on the level of learning motivation in general and by gender, 3) To determine the percentage of the ARCS aspect as a whole to the level of motivation to learn in general and by gender after participating in Physics learning boldly. The research sample was 275 students of class X MIPA from 8 public schools in Balikpapan. Data collection using questionnaires and interview techniques. The results showed that the general level of motivation was moderate with a percentage of 49%, while the value based on the proportion of gender for male students was 37% and the percentage for students was 63%. , 64.23% for Relevance, 68.19% for Confidence, and 71.95% for Satisfaction, while the proportion value based on gender in Attention is 67.53% for male, 67.80% for female; Male relevance 65.07%, female 63.78%; Confidence of men 69.41%, women 67.55%; and male satisfaction 72.37%, female 71.74%. Basically, this study aims to determine the level of motivation to learn physics and the aspects that affect that motivation; the higher the motivation, the greater the learning success. This study shows that high school students' motivation to learn physics based on the ARCS learning model is in the medium category. By knowing the level of learning motivation from several aspects that have been explored, we can increase students' motivation to learn to the maximum in the next lesson.
Highlights
The temporary closure of educational institutions as an effort to contain the spread of the COVID-19 pandemic worldwide impacts millions of students (Aji, 2020)
The data obtained from the classification of students' learning motivation based on gender in SHS-A schools can be observed in Table 7 Table 7 Results of Online Learning Motivation Classification in SHS-A Based on Gender
From the four indicators of learning motivation, it will be seen which aspect of motivation is more dominantly owned by students while following online learning
Summary
The temporary closure of educational institutions as an effort to contain the spread of the COVID-19 pandemic worldwide impacts millions of students (Aji, 2020). Online learning plays an essential role in the continuity of the teaching and learning process. We know that almost all learning process activities routinely carried out in schools directly (face to face) are carried out online (remotely). Online learning cannot be separated from the influence of technological developments. The need for technology-based teaching and learning concepts and mechanisms is inevitable. According to Nasution (2018), technological literacy is defined as an ability consisting of scientific aspects, critical thinking skills, and decision making to utilize technology/innovation of human work effectively, especially in education
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of STEM Education for Sustainability
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
