Effect of Problem Based Learning Strategy Versus Expository Learning Strategy and Motivation Toward Student Achievement Lesson in Social Studies

Hiwa Wonda, I Nyoman Sudana Degeng, Punaji Setyosari, I Wayan Dasna

Abstract


The purpose of this study was to determine (1) whether there is any difference in learning achievement between students who learn to use problem-based learning strategy with the ones who use the expository teaching strategy on Social Studies, (2). whether there is any difference in learning achievement between the students who have high motivation to learn with those having low learning motivation in learning social sciences , (3) whether there is interaction between the use of the two strategies of learning (PBL and expository) and the level of learning motivation on student achievement in social sciences. This study used a 2x2 factorial design. Subjects of the study involved 64 dementary grade students, devided into two groups consisting of 32 students as experimental group and 32 students as control group. The study was conducted in Social Studies. Data collection is done directly at the time of the research activities carried out. Data analysis was performed through the stages (1) description of data, (2) Test assumptions, and (3) test research hypotheses, which was done by using ANOVA statistical analysis of two way (2x2). The results showed: 1) there are effect used learning strategies for learning achievement sig .002 <0.05 with problem-based learning strategies are more effective than expository strategy, based on the mean problem-based learning strategies has 70.80 and 67.63for expository strategy. 2) there are effect with student motivation on student learning achievement where sig .000> 0.05. 3) there is no interaction between the learning strategies and learning motivat

Keywords


problem based learning, expository strategies; motivation; student achievement

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