PENGARUH MODEL PEMBELAJARAN SELF REGULATED LEARNING BERBANTUAN APLIKASI GOOGLE CLASSROOM TERHADAP MOTIVASI BELAJAR IPA SISWA SD

Authors

  • Dewi Juniayanti Universitas Dwijendra, Indonesia

DOI:

https://doi.org/10.46650/wa.10.2.772.%25p

Abstract

Abstrak Penelitian ini bertujuan untuk mengetahui perbedaan motivasi belajar IPA antara siswa yang mengikuti pembelajaran Self Regulated Learning (SRL) berbantuan aplikasi google classroom dengan motivasi belajar IPA antara siswa yang tidak mengikuti pembelajaran Self Regulated Learning (SRL) berbantuan aplikasi google classroom pada siswa kelas V di Gugus IV Kecamatan Selat Kabupaten Karangasem. Sampel penelitian ini yaitu siswa kelas V SDN 4 Muncan yang berjumlah 26 orang dan siswa kelas V SDN 2 Muncan yang berjumlah 22 orang. Pengumpulan data pada penelitian ini menggunakan metode pengumpulan data non- test yaitu kuisioner motivasi. Data yang dikumpulkan dianalisis menggunakan analisis statistik deskriptif dan statistik inferensial (uji-t). Hasil penelitian ini menemukan bahwa terdapat perbedaan motivasi belajar IPA yang signifikan antara kelompok siswa yang mengikuti pembelajaran Self Regulated Learning (SRL) berbantuan aplikasi google classroom dan siswa yang mengikuti pembelajaran model pembelajaran konvensional (ttabel = 1,675 > thitung = 35,6). Perbandingan hasil perhitungan rata-rata motivasi belajar IPA siswa yang mengikuti pembelajaran dengan model pembelajaran Self Regulated Learning (SRL) berbantuan aplikasi google classroom adalah 132,96 lebih besar dari rata-rata motivasi belajar IPA siswa yang mengikuti pembelajaran model konvensional adalah 96,4. Hal ini berarti penerapan model pembelajaran Self Regulated Learning (SRL) berbantuan aplikasi google classroom berpengaruh terhadap motivasi belajar IPA siswa kelas V semester genap di Gugus IV Kecamatan Selat Kabupaten Karangasem tahun pelajaran 2018/2019. Kata kunci: Self Regulated Learning, aplikasi google classroom, motivasi belajar   Abstract This study aims to determine the differences between students motivation to learn science the following study Self-Regulated Learning (SRL) assisted and conventional media environment at fifth grade students in Cluster IV Selat subdistrict. Samples of this study are students of class V SDN 4 Muncan totaling 26 people, and fifth grade students of SDN 2 Muncan amounting to 22 people. Collecting data in this study using a non-test data collection is questionnaire motivation. Data collected were analyzed using descriptive statistical analysis and inferential statistics (t-test). Our research found that there are differences in motivation to learn science significantly between groups of students who take the learning Self Regulated Learning (SRL) aided environmental media and students following the conventional learning model study (ttable= 1,675> tvalue= 35.6). Comparison of the results of the calculation of average motivation to learn science students who take the learning to the learning model Self Regulated Learning (SRL) aided 132.96 media environment is greater than the average motivation to learn science students who take the conventional model study was 96.4. This means learning model application Self-Regulated Learning  (SRL) aided the media environment affect motivation for fifth grade science students in the second semester of Cluster IV District of Karangasem Selat subdistrict year 2018/2019. Key words: Self Regulated Learning, google classroom application, learning motivation  

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Published

2019-10-31

How to Cite

Juniayanti, D. . (2019). PENGARUH MODEL PEMBELAJARAN SELF REGULATED LEARNING BERBANTUAN APLIKASI GOOGLE CLASSROOM TERHADAP MOTIVASI BELAJAR IPA SISWA SD. Widya Accarya, 10(2). https://doi.org/10.46650/wa.10.2.772.%p

Issue

Vol. 10 No. 2 (2019): Widya Accarya

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Articles

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