Abstract
Motivation and good learning outcomes are important aspects that students must have. Several studies show that students have low motivation and learning outcomes. It is necessary to improve the learning model to overcome this problem. One of the efforts that can be taken is the application of the Chat Room-based Blended Learning model. This study aims to determine the effect of the application of the Chat Room-based Blended Learning model on student motivation and learning outcomes in the human respiratory system material. This is a Quasi-Experimental design with a Pretest-Posttest Non-Equivalent Control Group Design model. The research subjects were 68 students who were divided into two groups (experimental and control) where each group consisted of 34 students. The experimental group used the Chat Room-based Blended Learning model, while the control group learning was carried out using the Blended Learning model. This research was conducted at a high school in Meulaboh, West Aceh Regency, Indonesia. This research was conducted for two months (January-February 2020). The data collection parameters in this study were the learning outcomes and student motivation. Data collection was carried out through pretest and posttest. The test for differences in learning motivation and learning outcomes was analyzed using parametric statistics, namely the ANACOVA test. The results showed that the application of the chat room-based blended learning model had a positive contribution to increasing student motivation and learning outcomes. There needs to be a further study of the learning process with a chat room-based blended learning model.
Highlights
Many factors influence the low motivation and student learning outcomes
Learning motivation plays an important role for students and teachers because it determines the extent of their participation in the learning process (Vanslambrouck et al, 2018)
The experimental and control groups learning motivation data in Table-2 shows three categories of learning motivation. 20 students of the experimental group were in the very high category (59%) and the other 14 students were in the high category (51%)
Summary
Many factors influence the low motivation and student learning outcomes. Learning motivation plays an important role for students and teachers because it determines the extent of their participation in the learning process (Vanslambrouck et al, 2018).In addition to providing an understanding of the importance of learning, teachers must know the motivation that is needed or can be given to students (Vanslambrouck et al, 2018). Many factors influence the low motivation and student learning outcomes. Learning motivation plays an important role for students and teachers because it determines the extent of their participation in the learning process (Vanslambrouck et al, 2018). In addition to providing an understanding of the importance of learning, teachers must know the motivation that is needed or can be given to students (Vanslambrouck et al, 2018). It is necessary to have further research on how to shape learning motivation to influence student learning outcomes. Acquisition of aspects of behavior change depends on what students learn. It means that learning outcomes can be seen from attitudes, skills, and knowledge after the learning process (Eliseev, 2016)
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