The Effectiveness of ARICESA-based Learning Material on Students’ Motivations

Abstract

This research aims to describe the effectiveness of ARICESA (Attention, Relevance, Inquiry, Confidence, Enjoyment, Satisfaction, and self-Assessment)-based learning material to improve students’ motivation on the basic concept of natural science. This research was conducted in 6 weeks by employing a pre-experimental research, that is one group pre-test and post-test design. The data to seek for the effectiveness was obtained through students’ motivation questionnaire that consists of 5 aspects (choice of tasks, effort, persistence, self-confidence, and achievement). Then, the data that were obtained were analysed descriptive and inferential statistics. The mean scores of students’ motivation before joining learning process with ARICESA-based learning material (initial motivation) is still in “very less” criteria in each aspect of motivation. The mean scores of students’ motivation after following the learning (final motivation) increase in “good” criteria. The increase was shown quantitatively with a normalized gain (N-gain) mean of 0.65 in the medium criteria. The dependent t-test results showed p-value (significance) of 0.000 (˂0.05). This means that there is a significant difference from the beginning and the end of students’ motivation in an undergraduate program of primary school teacher education for basic science concept learning.