THE EFFECTS OF THE INSTRUCTIONAL STRATEGIES (PROBLEM SOLVING, DIRECT INSTRUCTION) AND ACHIEVEMENT MOTIVATION ON THE BIOLOGY LEARNING OUTCOME OF GRADE TEN STUDENTS

Susanti, Lidia and Ardhana, I Wayan and Kuswandi, Dedi (2014) THE EFFECTS OF THE INSTRUCTIONAL STRATEGIES (PROBLEM SOLVING, DIRECT INSTRUCTION) AND ACHIEVEMENT MOTIVATION ON THE BIOLOGY LEARNING OUTCOME OF GRADE TEN STUDENTS. In: The 1st Sriwijaya University Learning And Education International Conference (SULE-IC) 2014. Faculty of Teacher Training and Education, Sriwijaya University, Palembang, South Sumatera, Indonesia, pp. 575-586. ISBN 978-602-70378-0-9

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Abstract

Problem-solving is an alternative learning strategy which is considered more effective and efficient for students engaged in the learning of Biology. This strategy has a couple of strengths in the teaching ?learning process in which it makes the school learning more relevant to life and actively engages students in the learning process. This study aimed at testing the effects of the problem-solving strategy on students? learning outcome. It also aimed at testing if there was any effect of the achievement motivation on students? learning outcome. Furthermore, this study was intended to test if instructional strategy interacted with the achievement motivation on students? learning outcome. This study employed the factorial non-equivalent control group design in which109 ten grade students in the science program of Sekolah Menengah Atas Negeri 9 Malang were used as the subject of the study. Based on the data analysis, the conclusion of the study result was as follows: (1) there was discrepancy in the score acquired by the group receiving problem-solving (PS) and the other group instructed in direct instruction (DI). The use of problem-solving strategy was significantly better than direct instruction that yielded a significant value of (F=6.943; p=0.010); (2) the score discrepancy was noticeable between students with high achieving motivation and students with low achieving motivation. Students? motivation, either high or low impacted on the learning outcome indicated by the significant value of (F=10.999; p=0.001); (3) There was no difference in the score representing the interaction between students instructed in problem solving (PS) and students taught in direct instruction (DI) based on the high or low extent of motivation students had that was indicated by the significant value of (F= 0.010; p=0.922). Ho was then accepted and it was concluded that there was not a significant difference in the average score of the interaction between the instructional strategies and the extent of achievement. In other words, the effect of the interaction between the instructional strategies and the extent of the achievement on the average score of students? learning outcome was not evidently different. Key words: instructional strategies, problem solving, direct instruction, learning outcome

Item Type: Book Section
Subjects: L Education > L Education (General) > L7-991 Education (General)
Q Science > Q Science (General) > Q1-295 General
Divisions: Faculty of Education and Educational Science > 84202-Mathematics Education (S1)
Depositing User: Dr, M.A. Hartono Hartono
Date Deposited: 01 Nov 2019 06:22
Last Modified: 01 Nov 2019 06:22
URI: http://repository.unsri.ac.id/id/eprint/13682

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