THE INFLUENCE OF PROBLEM BASED LEARNING MODEL AND LEARNING MOTIVATION ON LEARNING OUTCOMES OF LIGHT VEHICLE ENGINE MAINTENANCE LESSONS

Moh Fahri Yasin ,Teguh Teguh

doi:10.34005/akademika.v10i02.1600

Abstract

Abstract:. The purpose of this study is to test 1) The existence of learning outcomes of Light Vehicle Engine Maintenance (PMKR) between students who get the Problem Based Learning (PBL) learning model and learning motivation on sent learning outcomes with conventional learning models, 2) There is an interaction between the PBL learning model and learning motivation on learning outcomes in PMKR lessons. 3) There are differences in the PMKR learning outcomes of students who have high learning motivation who receive the PBL learning model treatment. 4) There are differences in learning outcomes of light vehicle engine maintenance students who have low learning motivation who get the PBL learning model. This study used an experimental method with a 2 x 2 factorial design. The population was 80 students, the sample to be used was 66 students taken using smple random sampling technique. Then from the 66 students into 2 groups where Group 1 gathered 33 students into the Experiment Class which was taught with the PBL learning model and Group 2 returned 33 students from the Control class who were taught by the conventional model. The results showed that there were differences in learning outcomes between students who received treatment Problem Based Learning learning model and students who received conventional learning model treatment. There is an interaction between the learning model and learning motivation. Students who have learning motivation are more suited to the PBL model, while students who have low learning motivation are more suited to using the conventional model.

Highlights

The 66 students were grouped into 2 groups where Group 1 amounted to 33 students became the Experiment Class which would be given treatment with the Problem Based Learning (PBL) learning model and Group 2 amounted to 33 students became the Control class which would be taught with the conventional model
Students with the PBL learning model obtained an average score of 24,364, higher than the conventional learning model (23,000). This means that the first hypothesis is accepted that the learning outcomes of Light Vehicle Maintenance Engineering (PMKR) students taught using the PBL learning model were higher than students taught by conventional learning models
The conclusion in this study is that there are differences in learning outcomes between students who receive the treatment of Problem Based Learning (PBL) learning models and students who receive conventional learning models

Summary

Objectives

The purpose of this study is to test 1) The existence of learning outcomes of Light Vehicle Engine Maintenance (PMKR) between students who get the Problem Based Learning (PBL) learning model and learning motivation on sent learning outcomes with conventional learning models, 2) There is an interaction between the PBL learning model and learning motivation on learning outcomes in PMKR lessons. 3) There are differences in the PMKR learning outcomes of students who have high learning motivation who receive the PBL learning model treatment. 4) There are differences in learning outcomes of light vehicle engine maintenance students who have low learning motivation who get the PBL learning model

Methods

Discussion

Conclusion