Science Learning Motivation Research Articles

THE EFFECT OF SNOWBALL THROWING AND PROBLEM BASED LEARNING MODELS ON STUDENTS’ SOCIAL SCIENCE LEARNING MOTIVATION AT GRADE IV SUNAN AMPEL DEMAK CLUSTER

This study aimed to analyze the effect of Snowball Throwing (X1) and Problem Based Learning (X2) models on the students’ social science learning motivation at grade IV elementary schools. The results showed that the snowball throwing model increased the students’ learning motivation based on the value of Sig. (2-tailed) showing that 0.000 <0.05 or t-count 10.660> t-table 1.69236. moreover, problem based learning model also increased the students’ learning motivation based on the value of Sig. (2-tailed) showing that 0.000 <0.05 or t-count 9.603> t-table 1.68957. The results demonstrated that there were differences in the effect of Snowball Throwing model and Problem Based Learning model on students’ social science learning motivation at grade IV in the public elementary schools. This was supported by the mean score of the posttest in experiment 1 which was 74.93 and the mean score of the posttest in experiment 2 which was 71.94.

Investigation of students' motivation to learn science while studying from home during a pandemic

This study aims to determine the profile of the motivation for learning science while studying at the homes of class VIII students of SMPN SATAP Taga Laga Buru in lesson 2020/2021. This type of research is descriptive research. The population in this research were all students of class VIII SMPN SATAP Taga Laga Buru, amounting to 36 students, and the sample of this study was 36 students who were obtained by saturated sampling technique. Furthermore, the data collection technique used non-test techniques, namely questionnaires. Data analysis was performed using descriptive statistics. The results showed that the development of the science learning motivation profile while studying at home of the VIII grade students of SMPN SATAP Taga Laga Buru experienced highly motivated (44.44%), motivated (47.23%), moderately motivated (8.33%) less motivated and unmotivated development. motivated (0%). This shows that the profile of motivation to learn Science is quite good. medium.

The Use of Gadget-Based Internet to Improve Learning Independence, Motivation and Outcomes for Elementary School Students

This study explained the increase in learning independence, learning motivation, and learning outcomes in science learning through gadget-based internet for fifth-grade students. The study was a classroom action research conducted at an elementary school. The number of participants was 25 students. Data collection was carried out using an observation sheet, test questions, questionnaires, and documentation. The results and data analysis indicated that the use of gadget-based internet could improve learning independence, motivation, and outcomes in science learning. The increase in student’s learning independence can be seen from the first cycle as much as 16%, second cycle 36%, and third-cycle students who have high learning independence again increased to 60%. The increase of student’s learning motivation can be seen from the first cycle as much as 36%, second cycle 48%, and third-cycle students who have high learning motivation again increased to 64%. The increase in student’s learning outcomes can be seen from the first cycle. It was obtained that 60% had reached learning standard, the second cycle 76% had reached learning standard, and the third cycle, 88%, reached learning standards.

Science Learning Motivation in Rural Schools

Motivation has been identified as a great factor influencing the effectiveness of the teaching and learning process. This study aimed to look at the level of science learning motivation of students in rural secondary schools. The study was administered using a questionnaire on 237 Grade 11 students of a rural secondary schools who took general science subject. The data obtained were analyzed using Statistical Package for the Social Science Version 21.0 (SPSS 21.0) software. Mean scores and t-test were used to find out the level of student motivation and gender differences towards science learning. Findings show that both groups of male and female students have a high level of motivation to learn science. The learning foal orientation scale showed the highest mean value of 3.97 while the self -efficacy scale had the lowest mean score value of 3.57. The findings also show that there are significant differences between genders for the level of science learning motivation. Besides, the finding also showed that there is a strong and positive relation between science learning motivation and science achievement.

The perception of pre-university students on STEM

STEM is an integrated teaching and learning approach in Science, Technology, Engineering and Mathematic. The decreasing enrolment of students in STEM-field is alarming and impacting the industry as well as the university students’ intake. This study is focusing on one hundred of pre-university (foundation) students by looking at their understanding on STEM education and the impacts of STEM module in nurturing their interest on STEM. The study applied naturalistic inquiry to assess their perceptions of STEM prior and subsequently after involve in a STEM module activities. The results showed that majority of students are female and from different background, they are interested in learning science shown by the increase of agreement to 38% and 40% after the activity with the decrease in the percentage of neutral and disagree level. The percentage of interest on STEM was decreased after the activity. However, the level of confident about their ability towards science was increased. The confident level lead the respondents to choose career related to science/STEM based on the increase level of agreement from 22% to 28% and from 24% to 32% for strongly agree and agree relatively. Hence, the outreach with attractive activities would potentially add value for students’ intrinsic motivation for science and science learning.

The effects of cooperative flipped learning on science achievement and motivation in high school students

ABSTRACT In this study, we compared the effects of cooperative flipped learning (CFL) on science achievement and learning motivation with those of simple flipped learning (SFL) and traditional lecture (TL) using a mixed-methods design. Three classes containing a total of 65 first-year high school students in South Korea were randomly assigned to the CFL, SFL, and TL conditions and taught the chemistry content of an Integrated Science curriculum in 12 lessons over about 4 weeks. In our research design, we paid particular attention to controlling the overall learning time in both the pre- and in-class contexts of the three groups. Our quantitative analysis confirmed that CFL positively affected motivation, but it negatively affected achievement. SFL showed the opposite results. In qualitative analysis, video watching in FL was rated satisfactorily in most cases, but some students reported that they lacked time. CFL inherited both the pros and cons of cooperative learning with regard to in-class interaction, and the effects of SFL depended on individual students’ learning abilities. As a consequence, the balance between pre- and in-class learning should be considered carefully when implementing FL, and lab sessions are suitable candidates for this instructional system.

MODEL PEMBELAJARAN KOOPERATIF TIPE EXAMPLE NON EXAMPLE TERHADAP MOTIVASI BELAJAR IPA SISWA SD

This research was motivated when the teacher delivered material tended to use conventional method (lectures) which resulted in students becoming bored. The models and strategies used in classroom learning to tend to be less attractive so that students' enthusiasm for learning decreases. As well as props/ media that are rarely used related to the material to be achieved so that students' motivation is less to participate in learning in thematic subjects, especiallyscience. This study aims to determine the effect of the example non example cooperative learning model on students' learning motivation in science subjects outside the body of plants and their function in Class IV SDN 06 Raut. This research uses Quasi experimental design or quasi experiment. While the design in this experimental study used the research design One group pre test and post test. And the method in this research is simple linear regression. Theresults of students' learning motivation in Science were obtained through analysis pretest and post test data, namely pretest (before) obtained an average of 53.95% while the post test data analysis (after) obtained an average of 56.3%. Based on the results of the study, it can be concluded that the use of the example non example cooperative learning model does not have an insignificant effect on the motivation to learn science in the material outside the body ofanimals and plants and its function in grade IV SDN 06 Raut.

Students' Perceptions Of The Full-Day School Application: Its Relationship Toward Science Learning Motivation

Students' perceptions about full-day school (FDS) on student learning motivation have been widely studied. However, the relationship found is moderate. Moreover, its relationship with science learning motivation has not been optimally studied. The research paper was aimed to reveal the relationship between students' perceptions of full-day school and motivation to learn science. The correlational method was used in this research. Respondent was 87 learners taken from an Islamic Junior high school in Manokwari. Validated questionnaires were used to measure perception and motivation. Simple regression was used to calculated data. The findings showed that P <0.5, rxy = 0.726, and R square = 0.527. The findings reveal a strong relationship between students' perceptions of FDS on motivation to learn science. The application of FDS in schools has contributed to the students’ motivation to learn science. Scheduling science learning needs to consider motivating students to learn in science.

EFFECT OF A STEM-ORIENTED COURSE ON STUDENTS’ MARINE SCIENCE MOTIVATION, INTEREST, AND ACHIEVEMENTS

In recent years, marine science education has received increasing attention around the world, but the integration of STEM education into the marine curriculum is rarely applied to lower-secondary schools. The purpose of this research was to determine the effect of a teaching module on the topic of marine science, developed using a STEM approach, on the motivation, interest, and marine science achievements. The 9th-grade students from two classes in a Taiwanese public school were recruited in this study. Students in the experimental group were taught using the STEM course. Students in the control group were taught in a traditional didactic teaching course. Pre- and post-tests were used to determine marine science achievement, interest, and learning motivation. The experimental group gained significantly superior scores in three out of four dimensions towards motivation and two out of three dimensions interest. A significant difference was found between the experimental group and the control group, with the former showing increased marine science achievement over the latter in higher-order thinking; however, no significant differences were with respect to cognition. It is concluded that involving STEM-based implementations in teaching, the subject “Marine Science” increases the success rate and attitude towards the subject of students. Keywords: learning interest, learning motivation, marine science achievement, STEM

Does ICT use matter? The relationships between students' ICT use, motivation, and science achievement in East Asia

In PISA 2015, science was one of the major subjects investigated. Focusing on students science achievement and relevant influencing factors, this study comprehensively investigated the relationships between East Asian students' science achievement and their Information and Communication Technology (ICT) use in learning, ICT self-efficacy, motivational factors (i.e., enjoyment in science learning and instrumental motivation for learning science), and socioeconomic status using the PISA 2015 dataset. The data of six East Asian countries and regions was used. Student final weight and the 80 replicate weights were used to calculate unbiased estimates of population parameters and their corresponding standard errors. The synthesised results of structural equation modelling showed that students' ICT self-efficacy was positively related to their ICT use in learning, while ICT use in learning was negatively related to their science proficiency level. Enjoyment in science learning and instrumental motivation were positively related to their ICT use, but only enjoyment in science learning was positively and significantly related to science proficiency level. Socioeconomic status was highly related to students' science proficiency levels, but weakly related to their ICT use. These findings confirmed the adaptive roles of enjoyment in learning (compared to instrumental motivation) in Confucian heritage culture, and drew attention to the controversial roles of ICT use in educational settings.

PENGARUH MODEL PROBLEM BASED LEARNING DISERTAI PETA KONSEP TERHADAP MOTIVASI BELAJAR IPA SISWA SMP KELAS VII MATERI PEMANASAN GLOBAL

The PBL model is a suitable learning model to make students actively involved in learning activities and is supported by media in the form of concept maps to attract student motivation. The purpose of this study was to determine the effect of the application of the PBL model with concept maps on the science learning motivation of seventh grade junior high school students regarding global warming. This research includes experimental research. The results of the study which were tested by statistical independent sample t-test obtained a significance value of 0.000, which means that it is smaller than 0.05, it was decided that H0 was rejected and Ha was accepted. So it can be concluded that there is a significant effect of the application of the PBL model with concept maps on the science learning motivation of junior high school students on global warming material.

Students’ self-regulation and motivation in learning science

The student's self-regulation and motivation are essential for students to study. Especially with 21st-century learning students are required to be more active in learning than teachers. This Mixed Methods research aimed to determine the influence between the students' self-regulation with the motivation of students learning. The sample size was 534 students from Madrasah Tsanawiyah in Jambi city, Indonesia determined by total sampling technique. Data were then analyzed with the SPSS 21 application to find descriptive statistics as well as inferential statistics using simple regression and for comparison using the independent sample T-Test. The results of this research are dominant in both self-regulation and student motivation in learning, which is strengthened by the relationship and influence between self-regulation and the motivation of students in learning. It is seen from the value of sig = 0.019 and has a contribution of 70.3%. According to the results, it is recommended that students need to be given the opportunity to conduct learning directly and teachers must perform innovative learning.

TÜBİTAK 4007 Bilim Şenlikleri Destekleme Programı Kapsamında Gerçekleştirilen Merzifon Bilim Şenliğinin Farklı Yaş Gruplarına Göre Değerlendirilmesi

Bilim insanlarının halk ile bütünleşebilmesi toplumların gelişimi açısından oldukça önemlidir. Bu kapsamda Türkiye’de TÜBİTAK destekli 4007 program kodlu bilim şenlikleri düzenlenmektedir. Düzenlenen bu şenliklerin, toplum üzerinde nasıl etkiler bıraktığının değerlendirilmesi, gelecekte yapılacak olan şenliklerde dikkat edilecek hususların ortaya çıkarılmasını sağlayabilir. Bu nedenle bu araştırmada TÜBİTAK tarafından desteklenen bir proje olan Merzifon Bilim Şenliği’nin, farklı yaş gruplarından elde edilen verilerle değerlendirilmesi amaçlanmıştır. Değerlendirme sürecinde araştırmada eş zamanlı iç içe geçmiş desen kullanılmıştır. Çalışmanın örneklemini şenlik katılımcısı olan öğrenciler ve yetişkinler oluşturmuştur. Araştırmada veri toplama aracı olarak Bir Bilim İnsanı Çiz Testi, Daimi Bilim Öğrenme Motivasyonu Ölçeği, Bilim Şenliği Tutum Ölçeği ve yarı yapılandırılmış görüşme formu kullanılmıştır. Şenliğe katılan okul öncesi ve ilkokul öğrencilerinin bilim insanı imajlarında; cinsiyet algıları açısından olumlu değişimler olduğu görülmüştür. Ayrıca mutlu bir ifade ile resmedilen bilim insanı çizimlerinin oranında artış görülmüştür. Ortaokul öğrencileri açısından ise şenlikteki etkinliklere katılmış olmanın, bilim öğrenmeye yönelik motivasyon ve bilim şenliklerine yönelik tutumda olumlu yönde anlamlı bir etki yarattığı belirlenmiştir. Lise öğrencileri için de benzer durum geçerlidir. Şenliğe katılan yetişkinler ise şenliğin gerçekleştirildiği yerleri, şenlik sürecini ve zamanını uygun bulduklarını, şenlikteki etkinliklerin içeriğinin kendileri açısından faydalı ve güncel olduğunu belirtmişlerdir. Bu değerlendirme sonucunda şenliğin katılımcılar açısından faydalı bulunduğu ve amacına hizmet ettiği kanısı oluşmuştur.

Efektivitas Pelaksanaan Pembelajaran Terbalik (Reciprocal Teaching) Terhadap Motivasi Belajar IPA Murid Kelas V SDN 43 Parasangan Beru Kabupaten Maros

Thus, this study aims to determine the effectiveness of implementing reverse learning (reciprocal teaching) on the science motivation of fifth grade students of SD. This type of research is experimental (true-experimental design). The population in this study were 62 students of Class V SDN 43 Parasangan Beru,. The sample of the study was 58 students where the experimental group was 29 students and the control group was 29 students who were taken using non-probability sampling with a purposive sampling method. The instruments used consisted of teacher and student observation sheets and a science learning motivation questionnaire. Data were analyzed using descriptive statistics and inferential statistics, namely the t test. The results showed that: (i) Implementation of learning using reverse learning (reciprocal teaching) has increased in each meeting, both in terms of learning implementation, student learning activities and student learning motivation. (ii) There are differences in science learning outcomes between before and after being taught using reverse learning (reciprocal teaching), (iii) The use of reverse learning (reciprocal teaching) is effective in increasing science learning motivation for fifth grade.

The Effect of a Trip Organized In Planetarium on Science Course on Academic Success, Interest and Motivation of 7th Year Students

The purpose of this study is to investigate the effect of a trip organized on a planetarium within the scope of the Science course on academic success, interest and motivation of 7th grade students and to determine student views on the use of planetariums in a science lesson. To accomplish this goal, the lesson plan, which was integrated with the planetarium trip and prepared in accordance with the 5E model, was implemented. Quantitative and qualitative data were collected to find answers to the research problem, and therefore mixed method was used. The study group of the research consists of 32 7th grade students in the 7 / A and 7 / B branches of a village school in the province of Amasya in the 2019-2020 academic year. Appropriate Sampling Method was used in sample selection. In the collection of quantitative data as the data collection tool, "Beyond Solar System: Celestial Bodies Academic Achievement Test", "Science-Related Interest Scale" and "Science Learning Motivation Scale" were used and applied to groups as a pre-test and post-test. In the data analysis, SPSS 22 program used the Shapiro-Wilk normality test and Independent Sample t-Test for statistical calculations. In the collection of qualitative data, pre-trip and post-trip interview questions were used to determine student views. The data were evaluated by content analysis. As a result of the research, it has been determined that if out-of-school education is carried out in a planned manner, it has significantly increased student achievement, interest in science subjects and motivation to learn science with the planetarium trip according to the current education. It was seen that the students who had no idea about the planetarium initially recognized this environment and found it fun and instructive. With this research, it is recommended that planetariums, which are one of the out-of-school learning environments, can be used as an effective educational tool by carrying out planned activities at all educational levels and can be expanded by integrating with the education system.

Investigating the use of case-oriented station technique in teaching socio-scientific issues: A mixed method study

This research aims to investigate the effect of teaching the socio-scientific issues, "Global Warming, Sustainable development and Bio-technology" in 8th class, with the case-oriented station technique on the academic achievement of the students and their motivation toward science learning. The study was carried out with 71 students in 8th class in 2 secondary schools of a district with approximately 20.000 population in the Eastern Anatolia Region. The mixed-method, consisting of the data collected as qualitatively and quantitatively, was employed. In the quantitative part of the study, the Socio-scientific issues Achievement Test and the Science Learning Motivation Scale developed by Dede and Yaman (2008) to measure students' motivation to learn were used. Unstructured interview, which is one of the qualitative research methods, was preferred in order to support the study with student opinions and comments. The Socio-scientific Issues Achievement Test and the Science Learning Motivation Scale were applied to the experimental and control groups as pre-test at the beginning and as post-test at the end of the study. Results indicated that teaching the socio-scientific issues with case-oriented station technique positively affected the students' academic achievements and their motivation toward science learning. Besides, the interviews showed that the students found it useful, fun, remarkable and permanent to learn socio-scientific issues using the case-oriented station technique.

Developing STEM-Based Student Worksheet to Improve Students’ Creativity and Motivation of Learning Science

The Student worksheet based on science, technology, engineering, and mathematics (STEM) has been prepared, validated, and tested on students at SMAN 5 Banda Aceh. The worksheet guided the students to design a salt-making tool with a sunlight-gathering mirror. The worksheet was developed using the ADDIE model of the research and development (R&D) method. The subjects of the study consisted of 31 students divided into some groups consisting of 6 participants for each. The students were given problems and examples of salt-producing tools using a sunlight-collecting mirror. The purpose of this activity was to let them observe and modify according to their creativity. Based on the assessment of the tool model produced by students, the gained score reached an average score of 91 (very good). After the learning process, the learning outcomes increased with an average of 42 to 70. The science learning motivation and creativity scores of the students after the implementation reached 76 (good) and 79 (good).

School Students’ Self-confidence in Science and Intrinsic Motivation for Learning Science: Self-Concept and Self-Efficacy Approach

The study deals with the Lithuanian school students’ self-confidence in science and motivation for learning science on the basis of TIMSS 2015 data. The study analyses two components of self-confidence: science self-concept (SSC) and science self-efficacy (SSE). The research revealed that self-confidence in science of school students statistically significant correlate with the motivation for learning science.

The Development of Subject Specific Pedagogy with SETS Vision to Improve Science Process Skills and Learning Motivation

The aims of this research are to develop Subject Specific Pedagogy with SETS vision that consist of syllabus, lesson plans, students worksheets, and evaluation sheets that can be applied in teaching learning to develop science process skills and learning science motivation for seventh grade students in Junior High School. The study was a Research and Development (R&D) with students in class VII MTs Darul Ishlah Sukorejo as a subject of study. The research start from September to November 2019. The study began with a literature study and field study to obtain information about the problem faced at school, and followed by planning, drafting and validating product by experts. The result shows that Subject Specific Pedagogy with SETS vision feasible to use in teaching and learning based on the validation result from lecturer, teacher, and student response. The Subject Specific Pedagogy with SETS vision potential for develop the science process skills and learning science motivation of students.

ANALISIS PERMASALAHAN PEMBELAJARAN IPA: STUDI KASUS DI SMPN 7 MUARO JAMBI

This research aims to determine the problem of science learning in Junior High School. This research was conducted at the 7 Muaro Jambi Junior High School in the academic year 2018/2019. The study uses a qualitative approach with the case study type. The subjects of this research were 9 grade students of 7 Muaro Jambi Junior High School. The research instrument used observation sheets for science learning facilities, student and teacher questionnaire. Data was analyzed in a qualitative descriptively with an interactive analysis models (Huberman and Miles models). The results showed that the application of scientific approaches has not been optimal. The results of this study showed that the application of scientific approaches has not been optimal. Science learning still rarely use multimedia. Teachers rarely invite students to investigation or experiment to find the science concept. Students learn by memorizing the concepts found in the book or described by the teacher. Students have difficulty to explain the application of science concepts related to the phenomenon in daily life. Students' motivation and interest in science learning are low. Parents lack the attention and guidance of studying science at home to their children. The average time used to learn of science outside of the schools is < 2 hours/week. The school has laboratory equipment and science tectbooks are adequate to support the study of science.