PENGARUH PENDEKATAN PAKEM DAN PENDEKATAN KONVENSIONAL TERHADAP KEMANDIRIAN BELAJAR SISWA DITINJAU DARI MOTIVASI BELAJAR (Studi Eksperimen Pada Siswa SD Inti di Kecamatan Pejawaran)

Abstract

Sunarto (S.810505017). The Influence of Active Learning Approach and Conventional Approach on Student Self-Directed In Learning Viewed from Learning Motivation. Thesis. Surakarta: Education Technology Study Program, Post Graduate School of Sebelas Maret University of Surakarta, 2008. This research aims at exploring: 1) The influence difference between the PAKEM approach and conventional learning approach on students self-directed in learning, 2) The influence difference between high learning motivation and low learning motivation on students self-directed in learning, and 3) The influence interaction between learning approach and learning motivation on students selfdirected learning. This research is experimental in nature. The population of the research is all elementary school students in the Education Office of Pejawaran Subdistrict, Banjarnegara District with the subpopulation of all the students of the core elementary schools, i.e. SDN 2 Karangsari, SDN Giritirta, SDN Penusupan, SDN 1 Ratamba, SDN Gembol dan SDN 1 Sedengok. The sampling technique employed is the multistage sampling. The number of the sample is 80 students who represent the population. The two kinds of instruments used to collect the data are students learning independence test in the form of questionnaire 5 options Likerts scales, and students motivation questionnaire in the form of 4 options multiple choice. The validity and reliability of both instruments were tested to examine the reliability and validity of the instruments which were used in the research. The validity test of learning independence instrument was in the form of check list using Pearson's product moment correlation formula, and the reliability test used Spearman-Brown's split-half formula (ru = 0,793). To test the validity of learning motivation questionnaire the researcher used Pearson's product moment correlation formula and he used Alpha Cronbach formula (questionnaire reliability = 0,659). The technique of data analysis employed was the Variant Analysis (Anova) continued by Turkey test in the significance level of 0.05. The result of the data analysis on self-directed in learning shows that: 1) there is a significant difference between the PAKEM approach implementation and the conventional approach on students self-directed in learning (Fcaicuiated = 127,35 > Ftabie = 4,10); there is a significant difference between students having high motivation and students having low motivation on their self-directed in learning (= 112,95 > Ftabie = 4,10); there is no influence interaction between the implementation of learning approach and learning motivation on students self-directed in learning (Fcaiuiated= 0,445 < Ftabie = 3,96). Based on the result, this research concludes the students self-directed learning can be increased through learning process at schools by implementing the PAKEM approach and considering the students learning characteristics and motivation. To increase the influence of implementation of PAKEM approach on students selfdirected in learning can be done by: 1) Involving students in various activities and stressing learning by doing; 2) implementing more cooperative and interactive teaching style, including group learning; 3) motivate students to find their own strategy in solving a problem, to express their ideas, feelings, and thoughts, and involve them in creating learning environment in their school. The effort in increasing students learning motivation can be done by designing learning using various learning strategies and methods in order to create learning environments which make students not to be afraid of expressing their ideas, feelings, thought and raising questions