PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING BERBASIS MICROLEARNING UNTUK MENINGKATKAN MOTIVASI BELAJAR
APPLICATION OF MICROLEARNING-BASED GUIDED INQUIRY LEARNING MODEL TO INCREASE LEARNING MOTIVATION
Penelitian ini bertujuan untuk mendeskripsikan keterlaksanaan pembelajaran, motivasi belajar peserta didik dan respon peserta didik setelah penerapan pembelajaran dengan model inkuiri terbimbing berbasis microlearning pada materi campuran. Jenis penelitian kuantitatif metode pre-eksperimental dengan menggunakan desain The One-Group Pretest-Posttest. Instrumen yang mendukung penelitian terdiri dari lembar observasi keterlaksanaan, lembar tes motivasi belajar dan lembar angket respon peserta didik. Teknik yang digunakan dalam analisis data yaitu uji N-Gain untuk mengetahui peningkatan motivasi belajar berdasarkan 4 aspek antara lain perhatian (attention), relevansi (relevance), percaya diri (confidence), kepuasan (satisfaction). Hasil penelitian keterlaksanaan model inkuiri terbimbing berbasis microlearning setiap pertemuan tergolong kriteria sangat baik, rerata peningkatan N-Gain motivasi belajar termasuk kriteria sedang, serta mendapatkan respon yang sangat positif. Dapat disimpulkan bahwa hubungan keterlaksanaan model pembelajaran inkuiri terbimbing berbasis microlearning yang berlangsung sangat baik dapat mempengaruhi peningkatan pada motivasi belajar serta respon peserta didik menjadi sangat positif.
Kata Kunci: model inkuiri terbimbing; microlearning; motivasi belajar peserta didik
This study aims to describe the implementation of learning, student learning motivation and student responses after the application of learning with a guided inquiry model based on microlearning on mixed materials. This type of quantitative research is a pre-experimental method using The One-Group Pretest-Posttest design. Instruments that support research consist of an implementation observation sheet, learning motivation test sheet and student response questionnaire sheet. The technique used in data analysis is the N-Gain test to determine the increase in learning motivation based on 4 aspects including attention (attention), relevance (relevance), confidence (confidence), satisfaction (satisfaction). The results of the research on the implementation of the guided inquiry model based on microlearning for each meeting were classified as very good criteria, the average increase in N-Gain learning motivation included moderate criteria, and received a very positive response. It can be concluded that the relationship between the implementation of the guided inquiry learning model based on microlearning which takes place very well can affect the increase in learning motivation and the response of students to be very positive.
Keywords: guided inquiry model; microlearning; student learning motivation