PENGARUH PEMBERIAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR PESERTA DIDIK MATA PELAJARAN TEKNIK INSTALASI TENAGA LISTRIK MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING

The Influence of Motivation on Students' Learning Outcomes in the Electrical Power Installation Technique Subject Using the Problem-Based Learning Model

Penelitian ini bertujuan untuk mengetahui pengaruh pemberian motivasi terhadap hasil belajar peserta didik pada mata pelajaran Teknik Instalasi Tenaga Listrik menggunakan model pembelajaran Problem Based Learning (PBL). Fokus penelitian pada peningkatan hasil belajar peserta didik yang dibelajarkan menggunakan model PBL dengan dan tanpa pemberian motivasi sebelum pembelajaran, serta mengetahui perbedaan hasil belajar di antara kedua perlakuan tersebut. Penelitian ini menggunakan metode eksperimen semu (quasi experiment) dengan desain pretest-posttest  control group design. Subjek penelitian terdiri dari dua kelas, yaitu kelas kontrol  yang dibelajarkan menggunakan model PBL tanpa pemberian motivasi, dan kelas eksperimen yang dibelajarkan menggunakan model PBL dengan pemberian motivasi sebelum pembelajaran. Instrumen penelitian berupa soal pretest dan posttest untuk  hasil belajar kognitif, lembar pengamatan untuk psikomotorik, dan hasil belajar ranah afektif. Hasil penelitian menunjukkan pemberian motivasi mampu memberikan peningkatan signifikan pada hasil belajar peserta didik. Pada ranah kognitif, nilai N-Gain kelas eksperimen sebesar 0,675 (kategori sedang), sedangkan pada kelas kontrol uji N-gain sebesar 0,211 (kategori rendah). hasil uji t menunjukkan signifikansi 0,000. Pada ranah psikomotorik, kognitif, dan afektif, hasil uji t independen juga menunjukkan nilai signifikansi sebesar 0,000, menandakan perbedaan signifikan antara kedua kelas. Dengan demikian, dapat disimpulkan bahwa pemberian motivasi berpengaruh terhadap hasil belajar peserta didik pada ranah kognitif, psikomotorik, dan afektif.

This study aims to determine the effect of motivation on student learning outcomes in the subject of Electrical Power Installation Engineering using the Problem Based Learning (PBL) learning model. The focus of the research is on improving the learning outcomes of students who are taught using the PBL model with and without motivation before learning, as well as knowing the difference in learning outcomes between the two treatments. This study uses a quasi-experiment method with a pretest-posttest control group design. The research subjects consisted of two classes, namely the control class that was taught using the PBL model without motivation, and the experimental class that was taught using the PBL model with motivation before learning. The research instruments are in the form of pretest and posttest questions for cognitive learning outcomes, observation sheets for psychomotor, and learning outcomes in the affective domain. The results of the study show that providing motivation is able to provide a significant improvement in student learning outcomes. In the cognitive domain,  the N-Gain value of the  experimental class was 0.675 (medium category), while in the control class the N-gain test was 0.211 (low category). The results of the t-test showed a significance of 0.000. In the psychomotor and affective domains, the results  of the independent t-test also showed a significance value of 0.000, indicating a significant difference between the two classes. Thus, it can be concluded that the provision of motivation affects the learning outcomes of students in the cognitive, psychomotor, and affective domains.