Effect of Instructional Model and Learning Motivation on Control System Learning Outcomes

Abstract

This study aimed to determine the effect of instructional models and motivation on student learning outcomes on Control System material. The sampling technique was carried out using Multi-stage random sampling, which is a phased sampling based on random. One experimental class consists of 32 students, while the control group consists of 32 students. The next stage is that each group is sorted into two, namely groups consisting of students who have high learning motivation and groups consisting of students who have low learning motivation. Determination of the level of learning motivation of students in the population was carried out using a learning motivation test. The data in this study consisted of Control System learning outcomes data and data on learning motivation. Data on students' Control System learning outcomes were collected through the Control System learning outcomes test instrument. Meanwhile, data on students' learning motivation was collected through a learning motivation instrument obtained through a learning motivation questionnaire with four answer choices for students who were the research sample. The data analysis technique is a process of processing and interpreting data to make various information following its function so that it has clear meaning and meaning following the research objectives. The study results show differences in learning outcomes by using learning models and learning motivation. Students with low motivation who are treated with both models have no difference in learning outcomes, so teachers need to innovate to improve students with low motivation.