Science Learning Motivation Research Articles

Effect of virtual case-based learning (CBL) using the flipped class and peer instruction on the motivation to learn basic sciences

BackgroundAccording to Self-Determination Theory, active learning methods, as alterations to the learning environment, can influence students’ academic motivation to learn. The purpose of this quasi-experimental study was to investigate the effect of virtual case-based learning sessions on the learning motivation of first- and second-year medical students.MethodsA total of 258 students, 128in the intervention group and 130 in the control group, were enrolled in the study. The control group consisted of medical students who had not previously participated in virtual case-based learning sessions and were trained in the same curriculum as the intervention group. Two questionnaires were created to evaluate learning motivation in basic science and the motivational outcomes of virtual case-based learning sessions, drawing on the three fundamental needs outlined in Self Determination Theory. The questionnaires were designed through individual interviews with students and validated using Lawshe’s method and Cronbach’s Alpha. The virtual case-based learning sessions were designed as a series of webinars on various topics, with students randomly divided into groups and assigned trained moderators. Clinical scenarios were designed by a team of basic scientists and clinical educators. Each virtual case-based discussion consisted of three phases and was completed in three days. Comparisons between two groups were made using the two-sample t-test and Pearson’s correlation coefficient was used to analyze the motivational consequence questionnaire.ResultsThe results of the study indicated that virtual case-based learning sessions had a significant impact on the learning motivation of basic science students (p < 0.01). Additionally, the most notable motivational consequences of CBL sessions were basic sciences applicability and its interestingness.ConclusionsThe study provides valuable insights into the effectiveness of virtual case-based learning sessions and suggests avenues for future research. The findings of this study could be useful for educators and institutions seeking to enhance the learning motivation of medical students through virtual case-based learning sessions. However, further research is needed to investigate the long-term effects of virtual case-based learning on student motivation and academic performance.

Media Pembelajaran Kongkrit Dalam Meningkatkan Motivasi Belajar IPA Siswa Kelas V SD YPK Sarawandori

This study aims to determine the increase in science learning motivation through concrete learning media in fourth grade students of YPK Sarawandori Elementary School. This research is a classroom action research. The subjects of this study were fourth grade students with a total of 12 students. While the object of this research is students' science learning motivation after participating in learning by implementing concrete learning media. The data collection method used to collect data on students' science learning motivation is the questionnaire method. The data analysis technique used in this classroom action research is a quantitative descriptive analysis technique. The results of the study are evidenced by an increase in science learning motivation from the results of the questionnaire analysis in cycle I showing an average value of 67.5 with a percentage of completeness of 58%, increasing in cycle II with an average value of 88 and a percentage of completeness of 100%. Thus, these results indicate that concrete learning media can increase science learning motivation in fourth grade students of YPK Sarawandori Elementary School.

The effects of an augmented reality lens imaging learning system on students’ science achievement, learning motivation, and inquiry skills in physics inquiry activities

The effects of an augmented reality lens imaging learning system on students’ science achievement, learning motivation, and inquiry skills in physics inquiry activities

Pengaruh Fasilitas Belajar dan Lingkungan Keluarga Terhadap Motivasi Belajar Sains Peserta Didik Kelas V Sekolah Dasar

This research aims to analyze the relationship betwen learning facilities and the family environment on student science learning motivation. The background to this research is based on the importance of these two factors in supporting the learning process. Adequate learning facilities, such as book, teaching aids and accsess to thecnology, are expected to increase student interest and motivation in learning science. Apart from that, a supportive family environment, such as good communication between parents and children and encouragement to learn, also contributes to student learning motivation. The data collection method used in this research in quantitative data, which allows researchers to find out how strong the relationship is between the variabels of learning facilities and family environment and learning motivation. Data was collected throught questionnaires distributed to student at school. The result of the analysis shows that there is a significant positive relationship between learning facilities and the family environment on science learning motivation, which means that the better the facilities and family support, the higher the students learning motivation. It is hoped that this reseach will provide insigh for educators and parents regarding the importance of creating a supportive learning environment to increase student learning motivation in the field of science

SCI-AR: ENHANCE SCIENCE LEARNING THROUGH AUGMENTED REALITY

This research work is focused on development of a mobile augmented reality application, for use in helping kids with learning problem in science class. Science per se has inherent features that are abstract in nature, thus complicating the processes of learning and at the same time giving a negative outlook towards science. In this regard, the application has the use of graphics and symbols combining with the use of AR that enhances understanding and leads to involvement of students. It can be on Android OS for mobile phones with Unity3D and ARFoundation/ARCore as the development tools. Acceptance of consumer Credit has used the Technology Acceptance Model for developing its theoretical modelling of prediction. In making the system, the development model of Agile Methodology Model has been adopted. This study tries to apply a new approach that enhances the learners’ motivation and confidence in science learning without pre-empting any other teaching strategy. As for the application of a mobile and graphically augmented reality, it raises a lot of potential for improvement of science learning for children with certain learning difficulties in this new, interactive type of format.

Analyzing Student's Motivation Towards Science Learning in Junior High School

Motivation is one of the factors that influence student learning outcomes, especially science learning. Motivation has an impact on the results of students' learning and must be concerned to enhance student motivation. This research aims to investigate Junior High School students' motivation in science learning. The survey method, which is a quantitative research method, was used in this research. The instrument named Students' Motivation Towards Science Learning Questionnaire (SMTSLQ), and open-ended questions were applied to Junior High School students who studied in Junior High School, West Java, Indonesia. The participants of this research are 1018, with 622 female and 396 male students. The collected data was analyzed with descriptive statistics, then supported by the answers to open-ended questions from the students. The findings showed that the average self-efficacy is 3.38, active learning strategies is 3.83, science learning value is 3.68, performance goal is 2.9, achievement goal is 3.69, and learning environment stimulation is 3.39. The total average is 3.52, which means the students in Junior High School are categorized as having a high level of motivation in science learning. Based on the students' answers to open-ended questions, they are motivated to learn science because science is fun and interesting to learn, and teachers are able to provide experiences from experiments. Meanwhile, students who are not motivated to learn science because science is a complex subject and difficult to understand, and teachers who give a lot of assignments without experimentation

The Effects of Designing Scientific Experiments with Visual Programming Language on Learning Outcomes

AbstractWhen the studies on the effectiveness of visual programming language are examined, it is seen that studies on coding teaching have been carried out frequently recently. In this study, Scratch was used as a teaching tool in teaching science lessons. In this way, a new perspective has been brought to Scratch applications. In the related study, the effects of designing science experiments with visual programming language (Scratch) on students’ beliefs of self-efficacy related to computational thinking (CT) skills, metacognitive awareness levels, and motivation levels for science learning are examined. This study was carried out using a single-group research design based on pretest and posttest applications. Students attending the fifth grade participated in this study. Sixty-five students attending the fifth grade participated in the research. Research data were obtained using “Self-Efficacy Perception Scale for CT Skills (SEP_CTS),” “Metacognitive Awareness Scale (MAS),” and “Motivation Scale for Science Learning (MSSL).” The research process is 10 weeks and 3 days in total. It was determined that designing science experiments in visual programming language applications based on Scratch improved students’ CT self-efficacy perceptions, but did not have the expected effect on students’ science learning motivation and metacognitive awareness. This research provides evidence that some skills can be improved by using Scratch as a teaching tool in different courses. With the focus of research on this subject, it can contributed to the development of new understandings of Scratch in teaching processes.

Exploring Innovative Approaches: Optimizing Google Classroom for Enhanced Motivation in Science Learning

Purpose of the study: This research aims to investigate the challenges encountered in utilizing Google Classroom as a learning platform and its implications for motivating students in studying science, with a focus on identifying both internal and external factors affecting students' engagement and interest in the subject. Methodology: This study employs a descriptive qualitative approach to explore the challenges associated with using Google Classroom as a learning tool for motivating science study. Data collection methods include observation, questionnaires, interviews, and documentation. The analysis involves data reduction, presentation (Data Display), and conclusion drawing/verification stages. Data validity is ensured through triangulation of data sources, enhancing the reliability of the findings. Main Findings: The research highlights internal problems like difficulty with Google Classroom, limited smartphone access (1.03%), material comprehension issues, and insufficient teacher explanations. External challenges include lack of family support and teacher interaction. Solutions include providing internet data for infrastructure issues, motivational videos on Google Classroom, video-based learning, and student self-initiated learning via Google, YouTube, and books. Student motivation for science learning through Google Classroom is moderate at 56%. Novelty/Originality of this study: This research contributes novelty by scrutinizing the nexus between Google Classroom and student motivation in science education, addressing a significant gap in current literature. By elucidating nuanced challenges and implications for student engagement, the study offers fresh insights into optimizing digital learning platforms to enhance motivation and learning outcomes in science education amidst the evolving educational landscape shaped by technology.

Supporting secondary students’ climate change learning and motivation using novel data and data visualizations

National science standards at the secondary level currently recommend that students make sense of data constituting evidence of human-induced climate change; yet, secondary students continue to hold serious misconceptions about the topic. Thus, there is a need to create learning contexts that support climate change understanding, motivation, and data literacy for secondary students. The purpose of this preregistered study was to test an online intervention that presents novel climate change data and uses number-line data visualizations to support climate-change learning and motivation for secondary students. To this end, I conducted an experimental online study with 248 secondary students randomly assigned to either engage with the intervention, the intervention supplemented with number-line visualization feedback, or a control group. Findings revealed that the game conditions improved climate change knowledge and situated interest compared with the control, and knowledge effects were stronger among learners who expressed more openness to reason with belief-discrepant evidence. There were no significant effects of supplementing the game with number line feedback. Exploratory path analyses revealed that there were also indirect effects of the intervention on climate change learning, plausibility, and climate efficacy through epistemic emotions and motivation. Namely, the intervention was linked to these outcomes by decreasing boredom which predicted utility value and science interest. The study contributes to conversations around the role of data-literacy in supporting motivation for science learning and showcases an intervention that can be easily shared online.

Construction and validation of the physical science learning motivation scale among Moroccan middle school students

This paper presents two studies concerning developing and validating an Arabic version of a scale that measures motivation toward learning physical science in Moroccan middle school students. The scale is based on the self-determination theory (Deci &amp;amp; Ryan, 1985). It comprises five dimensions: intrinsic motivation, three forms of extrinsic motivation (identified regulation, introjected regulation, and external regulation), and amotivation. The exploratory factor analysis (study 1) was conducted on a sample of 144 students, and the confirmatory factor analysis (study 2) was performed on another sample of 404 students. The results of the exploratory and confirmatory factor analyses support a five-factor structure. The results also reveal that the scale and five factors have satisfactory internal consistency indices. Moreover, the construct validity is supported by correlations between the five factors that comprise the scale. All the results thus support the psychometric qualities of the physical science learning motivation scale.

PENERAPAN MODEL PBL BERBANTUAN MEDIA PEMBELAJARAN INTERAKTIF WORDWALL DALAM UPAYA MENINGKATKAN MOTIVASI BELAJAR PESERTA DIDIK KELAS V SEKOLAH DASAR

This research aims to increase motivation in learning science by using the PBL model assisted by wordwall interactive media among class VA students at SD Negeri 30 Pontianak Selatan. This is a classroom action research with 4 steps, namely, planning, implementing, observing and reflecting. This research was carried out in collaboration with class teachers and colleagues. The subjects of this research were 19 students of class VA at SD Negeri 30 Pontianak Selatan which is consisting of 9 males and 10 females. The data collection techniques are observation and questionnaires. The data analysis technique is qualitative description, which is after the data is found and organized, it will be described by the researcher's opinions or views and data support from various relevant theories. Observation or direct observation of the implementation of learning carried out in 3 cycles. There was an increase on students' learning motivation. In cycle 1 the average motivation showed 63.5%, in cycle 2 it showed 75% and in cycle 3 it showed 82.1% of students' learning motivation. The results of the research show that the learning motivation of class V A students at SDN 30 Pontianak Selatan is relatively high. The results of the analysis also show that the implementation of the PBL model assisted by Wordwall interactive media has a big influence on increasing the learning motivation of class V A students, especially in science subjects.

A JOURNEY INTO THE THRILLING DEPTHS OF CHEMISTRY THROUGH GAMIFICATION

In the realm of Pre-Diploma in Science education, cultivating an engaging and interactive learning environment stands as a pivotal factor for student success. Acknowledging the centrality of science as a core subject, this study investigates the potential of gamification to enrich the learning experience and enhance scientific thinking skills among students. The primary objectives involve assessing the impact of CHEM-XPLORACE, a gamified science activity, on students' motivation and learning in the Chemistry subject. Specifically, the study aims to explore students' responses to the integration of gamification in science education. Data were collected from 70 Pre-Diploma in Science students at a branch of Universiti Teknologi MARA, employing a combination of observation and questionnaire survey. Through their participation in CHEM-XPLORACE activities, students' experiences, perceptions, and learning outcomes were systematically gathered and analyzed. The findings uncovered a positive correlation between the implementation of CHEM-XPLORACE and heightened student enjoyment and motivation in learning science, particularly Chemistry. Moreover, students reported an enhancement in their ability to retain scientific facts and knowledge, attributed to their engagement in the gamified activities. The observed increase in motivation and learning outcomes underscores the effectiveness of gamification in Chemistry teaching and learning. The incorporation of interactive and enjoyable elements in learning environments can contribute to a more positive attitude towards science, fostering a deeper understanding of the subject matter. The study recommends educators consider integrating gamification strategies to enhance science education in Pre-Diploma programs.

Science Learning Motivation Among Students at Junior and Senior High Schools in Sungai Penuh: A Comparative Study

Student motivation in science learning has significantly changed during the pandemic. Consequently, it is crucial to trace how student motivation in science has evolved. This study uses a descriptive and comparative research approach to obtain a general overview of students' science learning motivation and compare the levels of student learning motivation, providing a comprehensive overview of student motivation at different educational levels. The total sample size for this study is 104 students, selected using purposive sampling techniques from two schools, junior high school (madrasa) 1 and senior high school 1 Sungai Penuh. A questionnaire on students' motivation for learning science, adapted from a previous study, was utilized to collect student motivation data. Student responses were converted into quantitative data using a Likert Scale of 1 to 5. The collected data were processed and analyzed using descriptive and Mann-Whitney U-test statistics. The results reveal a significant difference in the motivation for learning science between senior high school 1 and junior high school (madrasa) 1 students. The group of students from senior high school 1 exhibited a higher level of science learning motivation than those from junior high school (madrasa) 1. When comparing indicators, no significant differences were found in the motivation of students from junior high school (madrasa) 1 and senior high school 1 Sungai Penuh for learning goal orientation, self-efficacy, and self-regulation. The difference in motivation indicators was only significant in task value. These findings can guide classroom teachers in refocusing their teaching practices and assessing the effectiveness of intervention programs. Exploring other factors across various subjects and school levels is also recommended to gain a more comprehensive understanding of the variations in student learning experiences.

The Effect of Using Quizizz Educational Game Media for Increasing Class IV Students' Learning Motivation in Social Science

The problem in this study is the lack of use of the educational game media Quizizz which causes a lack of student motivation in social studies learning. The purpose of this research is: (1) to describe the use of educational game media Quizizz in social studies subjects, (2) to describe students’ learning motivation after using Quizizz educational game media, and (3) to find out whether there is a significant effect after using Quizizz educational game media. This study uses a quantitative approach to the type of experimental research. The type of experiment chosen was pre-experimental research with data collection instruments in the form of tests, observations, and questionnaires. The data analysis technique used is descriptive analysis and inferential analysis. Data was collected through a learning motivation questionnaire. The results of this study indicate that the implementation of the learning process using the media educational game Quizizz affects student motivation.&#x0D; Keywords: student learning motivation, games, quizizz

Pemanfaatan Media Pembelajaran Ipa Untuk Meningkatkan Motivasi Belajar Siswa DI SD Negeri 060928 Medan

Learning media are all forms used for activities to convey information that can be seen, manipulated, heard, read or discussed. The aim of this research is to find out how to use science learning media to increase student motivation at SD Negeri 060928 Medan. This type of research is descriptive qualitative research based on observation. Observation is a systematic observation of human activities and physical settings where these activities occur continuously from natural activities in order to produce facts. The results of this research indicate that the use of learning media can significantly increase student motivation in learning science. Teachers are able to use learning media clearly and make students interested in learning.

The Mediating Effect of Parental Involvement on the Relationship Between Teacher Support and Student Motivation in Learning Science

The main purpose of this study is to determine the mediating effect of parental involvement on the relationship between teacher support and student motivation in learning science. The respondents of this study were the 101 Grade 12 students of Samal Senior High School in Island Garden City of Samal who were selected through universal purposive sampling. It utilized a descriptive-correlational design with mediation analysis. The researcher used a three-part survey questionnaire, and the data was treated using Mean, Pearson-r, and mediation analysis. The results revealed that teacher support directly affects student motivation, and parental involvement significantly mediates the relationship, with an indirect effect estimated at 0.114 (SE = 0.0371, z = 3.07, p &lt; 0.01). The direct effect of teacher support on student motivation is statistically significant, estimated at 0.544 (SE = 0.0637, z = 8.54, p &lt; 0.001), and has yielded a highly significant total effect of 0.658 (SE = 0.0592, z = 11.12, p &lt; 0.001), highlighting the strong impact of both teacher support and parental involvement on student motivation in learning science. Therefore, it is recommended that teachers build a positive relationship with parents to create an innovative classroom action plan with them as part of the school’s developmental plan program. Also, parents should be committed to their children’s needs. In this regard, students can be stimulated through science activities, webinars, training, or lectures provided by the school administrator and teachers to boost their interest in learning the subject.

The Relationship Between Computer Self-Efficacy and Learning Satisfaction of Elementary School Students: The Mediating Role of Reading Motivation for Science Learning

The Relationship Between Computer Self-Efficacy and Learning Satisfaction of Elementary School Students: The Mediating Role of Reading Motivation for Science Learning

Students academic adjustment and science learning motivation at the university level

Students academic adjustment and science learning motivation at the university level

Application of STEM-PjBL Based Chemistry Module to Improve Science Literacy and Student Learning Motivation

The purpose of this study is to determine the application of the use of STEM-PjBl-based chemistry modules in improving science literacy and student learning motivation. The subjects of this study were 2nd semester students in the 2022/2023 academic year who attended general chemistry lectures on the topic of organic compounds. There are 92 students divided into 3 classes. The research method uses a quantitative approach with a quasi-experimental design in the form of a one group pretest and posttest design. The instruments used in the study were science literacy test and learning motivation questionnaire. The research data were analyzed statistically and descriptive statistics including the calculation of N-Gain and percentage. Based on the results of data analysis, the increase in student science literacy was 0.46 with moderate criteria. Science literacy skills that increased significantly were in the aspect of explaining scientific phenomena by 81%. The application of STEM-PjBL-based chemistry modules also increases student learning motivation with an average of 76% before learning to 87% after learning. It can be concluded that using STEM-PjBl-based chemistry modules can help students improve science literacy and learning motivation in organic compound materials.

Assessing the ınfluence of scientific story on multiple aspects of primary school students' science learning

The aim of this research is to examine the effect of using scientific stories in science education courses on the science process skills and motivation of primary school 4th-grade students towards science education course. A quasi-experimental method was applied to 37 fourth-grade primary school students from two classes in a district of the Western Black Sea region. While science education courses were given in the control group (CG) with the activities available in the science education course curriculum, in the experimental group (EG), it was given with scientific stories. Quantitative data in the research were obtained by implementing a motivation scale for learning science and a scientific process skill scale as pre-test and post-test. The experimental study was carried out for five weeks, with three-hour courses in both groups. The independent sample t-test and the t-test for dependent groups were employed to assess the outcomes from the study. The research revealed that prior to the experimental procedures, the experimental and control groups did not show any difference in terms of their scientific process skills and enthusiasm for learning science and motivation to learn science. The post-tests showed a marked contrast between the experimental and control groups, demonstrating that teaching science education courses with scientific stories was beneficial. Assessing the disparity in motivation for learning science and scientific process skills in the EG between the pre-tests and post-tests revealed a heightened motivation in the post-test, leading to the realization that the implementation of scientific stories had a positive impact on motivation for learning science.