Pengaruh Model Arcs Terhadap Hasil Belajar Ditinjau Dari Motivasi Belajar Siswa Pada Pembelajaran IPS Di Kelas IV SD Chis Denpasar

The research was motivated by a desire to test the effectiveness of the ARCS model of social studies students' learning outcomes in terms of their level of motivation. Based on this background, the objective of this study was to determine the effectiveness of the ARCS model of the learning outcomes in terms of student motivation in learning social studies in elementary school fourth grade CHIS Denpasar. This study used experimental research design, by making the elementary school fourth grade of CHIS students Denpasar as sample. Data were collected by questionnaire and achievement test. The data were analyzed with statistical analysis of Anacova. The results showed that: (1) there are differences of social studies learning outcomes between students who take the ARCS model of learning by students who take conventional learning model, (2) difference in learning outcomes of social studies students who take lessons ARCS model of learning is higher than the students who take lessons with conventional learning models, having the learning motivation to control, (3) There is contribution of learning motivation on social studies achievement of students fourth grade CHIS Denpasar

Using the ARCS Model for Motivational Design to Engage Students in the Information Literacy Classroom

This presentation presented John M. Keller’s ARCS (Attention, Relevance, Confidence, and Satisfaction) Model of Motivational Design and covered specific strategies that can be used in both face-to-face and online learning environments to motivate students. The session covered both the theoretical background of the model as well as practical tips that can be used in an information literacy classroom

An investigation into the motivational design qualities of web-based instructional materials

The purpose of this study was to assess the presence and absence of the motivational design components of John Keller\u27s ARCS model of motivational design inWeb-Based Instruction. Seventy five undergraduate students enrolled in the Spring Semester 1999 at the University of Tennessee, Knoxville and three other universities whose courses had a Web-presence at the World Lecture Hall on the Internet were asked to evaluate their Web-Based Instructional materials. The instrument used to evaluate theWeb-Based Instructional materials was John Keller\u27s Instructional MaterialsMotivational Survey. Results from Repeated Measures of ANOVA indicated a general presence of the four motivational components (Attention, Relevance, Confidence & Satisfaction) of the ARCS model. Confidence subscale was rated highest. This finding did not support Duchastel\u27s assumptions that WBI provided only for the first two factors(Attention and Relevance) but might be problematic for the latter two (Confidence andSatisfaction) in ARCS Model. Two-tailed T-test yielded significant differences between the best sites and the worst sites in the mean scores of the four individual subscales and the sum scores of the four subscales. Such results provided some support for the utility of the ARCS model in assessing the Web-Based Instructional Materials

Fostering of Mathematical Critical Thinking Ability Using ARCS Model and Students’ Motivation

Mathematical critical thinking skills in mathematics learning is an ability that needs to be mastered by every student in order to support students in the learning process. The purpose of this study was to analyzing the influence and interaction of the ARCS model and learning motivation on students' mathematical critical thinking skills. This research is a quasi-experimental design using cluster random sampling as a sampling technique. The data collection technique used an essay test to determine MCT and a questionnaire to see motivation. The data analysis technique used the normality test, homogeneity, and two-way ANOVA. The results have shown that there is an effect of the ARCS learning model on students' mathematical critical thinking ability, there is no influence of learning motivation on mathematical critical thinking skills, and there is no interaction between ARCS model learning and motivation towards mathematical critical thinking ability. Therefore, the ARCS model can be solution to fostering of mathematical critical thinking abilities.

The Development Of Attention, Relevance, Confidence, And Satisfaction (ARCS) Model Based on Active Learning to Improve Students'learning Motivation

This research and development aim to: (1) develop a valid and practical model so that it can improve students' motivation in learning mathematics, (2) know the effectiveness of the active learning based ARCS model. This research refers to the stages of research and development from Borg and Gall which has been modified by Sukmadinata into 3 stages, namely preliminary studies, product development, and product testing. Data analysis techniques used are descriptive qualitative and quantitative. The research finds that (1) active learning based on ARCS model is valid and practical to improve students' learning motivation in mathematics learning based on the assessment given by education experts of 77.94% (good category), material experts of 87.14% (excellent category), and practitioners of 96.56% (excellent category). (2) The result of the effectiveness test shows that the developed product is effective in increasing students' learning motivation in mathematics learning based on experimental results which shows p less than 0.05 on learning motivation which means there are significant differences in students who were taught using the ARCS model based on active learning.

Exploring motivation: Integrating the ARCS model with instruction

This paper provides an overview of Keller\u27s attention, relevance, confidence and satisfaction model of motivational design and reveals that there are several areas librarians may investigate to improve the profession\u27s understanding of students\u27 motivation in developing their information literacy abilities

Exploring Motivation: Integrating the ARCS Model with Instruction

This paper aims to provide an overview of Keller’s ARCS (attention, relevance, confidence and satisfaction) model of motivational design and explores how three instruction librarians at different institutions have integrated the model into their teaching practices to improve student motivation during information literacy (IL) sessions

The motivational aspect: The low and high proficiency undergraduates of Islamic University College of Malaysia (IUCM) in using tell me more (TMM) language learning software

Many learners are excited to use language learning software when the software is introduced. However, it is believed that, the low proficiency users are less motivated compared to high proficiency users. This study compares the motivational level of low and high proficiency undergraduates of IUCM in using TMM language learning software. The data was collected by administering the modified Instructional Materials Motivation Survey (IMMS) questionnaire (Keller, 1987) to the respondents and analyzed using SPSS software to arrive at the statistical figures. The analysis shows that there are not many discrepancies in terms of the motivational level between the two groups in using the software, thus indicating the strengths of the software in catering for both groups. However, there are also some weaknesses in the software that will be addressed in this paper. Finally, possible modifications to TMM software pertaining to the features related to the ARCS model (Keller, 1987) will also be put forth

Grade 12 peer-tutors' conceptions of their role as motivators for Grades 8 and 9 Mathematics learners

Abstract: Motivation is a complex concept that has taken many years by numerous researchers in various disciplines to define. For this study, motivation is defined as the compulsion, either intrinsic or extrinsic, that learners have to complete mathematics tasks and to achieve their individual goals. Trends have shown that motivation is a necessary entity for performance in mathematics. In particular, peer-tutoring was found to be a useful intention strategy to motivate learners in their mathematics learning. Keller’s (1987) Attention, Relevance, Confidence and Satisfaction (ARCS) model of motivation provided an effective framework with which to understand how peer-tutors’ conceptions of their role as motivators were able to influence learners’ mathematics motivation. Therefore, the purpose of this study was to determine how Grade 12 peer-tutors conceive their role as motivators for grades 8 and 9 mathematics learners in terms of Keller’s (1987) ARCS model of motivation. Various theories of motivation were addressed in this study, including the attribution theory, the achievement goal theory and the self-determination theory. Intrinsic and extrinsic motivation, self-regulated learning, as well as the factors of motivation in mathematics education, such as cognitive, psychological, environmental and external factors, were highlighted. This qualitative research adopted an interpretivist paradigm and utilised a descriptive case study. The population consisted of 175 Grade 12 learners who took core mathematics as a subject. Ten of the top Grade 12 learners from this population were purposively selected to participate in the study. Data were collected through one-on-one pre- and post-interviews, observation sheets and weekly reflection reports. The qualitative data focused on understanding how peer-tutors conceived their role as motivators, the ways they were able to execute their role as motivators and how their conceptions aligned with Keller’s (1987) ARCS model of motivation. Data were inductively and deductively analysed according to the four categories of Keller’s (1987) ARCS model of motivation, namely Attention, Relevance, Confidence and Satisfaction...M.A. (Mathematics Education

Does motivational factor influence organizational commitment and effectiveness? A review of literature

To survive into this Century, Leaders of organizations must offer a greater sense of meaning and purpose for their employees. In today’s highly competitive environment, this paper will help managements to get the best from their employees and will increase more commitment effectiveness and can also reflect their inner values and provide opportunities for development. Empower the employees to bring about a transformational change in their personal and professional lives in the organization. It will enable the Leaders to become Masters of Change and be active role models in organizations. Generally, this would create a competitive advantage for the organization by having a competent workforce and sound workplace. The methodology adopted was the review of literature based on past researches, on the motivational factors, organizational commitment and organizational effectiveness. This study is expected to help organizations and also academics towards having an insight on how to successfully run a business in an organization whether public or private. It’s now known as proven by research that motivated employees are satisfied and will increase their inputs to the highest level, and they will also contribute to the overall success of the organization.Motivation; Organizational commitment; Organizational culture; Organizational effectiveness.