INFLUENCE OF DIRECT INSTRUCTION MODEL AND TEAMS GAME TOURNAMENT MODEL ON ENHANCEMENT OF LEARNING MOTIVATION AND UNDERSTANDING PHYSICS CONCEPT

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran DI dan TGT terhadap peningkatan motivasi belajar fisika dan peningkatan penguasaan konsep fisika peserta didik kelas X MIPA 1 dan X MIPA 2 SMAN 1 Turi. Penelitian ini merupakan penelitian eksperimen dengan desain quasi experimental design. Subjek penelitian adalah peseta didik kelas X MIPA 1 dan X MIPA 2 SMAN 1 Turi. Penelitian dilakukan dengan menerapkan model pembelajaran DI dan TGT. Model pembelajaran DI diterapkan pada kelas eksperimen 1 dengan 26 peserta didik. Sedangkan model pembelajaran TGT diterapkan pada kelas eksperimen 2 dengan 29 peserta didik. Pengumpulan data dilakukan dengan pemberian angket motivasi awal dan angket motivasi akhir kepada peserta didik untuk mengukur peningkatan motivasi. Peningkatan penguasaan konsep diukur dengan pretest dan posttest. Hasil nilai tes dan skor angket motivasi diuji dengan uji Mann-Whitney U untuk mengetahui ada tidaknya perbedaan penguasaan konsep dan motivasi belajar sebelum dan sesudah penggunaan model pembelajaran. Besarnya peningkatan penguasaan konsep dan motivasi belajar dianalisis dengan analisis gain. Hasil penelitian menunjukkan bahwa Model pembelajaran DI berpengaruh terhadap penguasaan konsep namun tidak berpengaruh terhadap motivasi belajar. Sedangkan model pembelajaran TGT berpengaruh terhadap keduanya. Model pembelajaran TGT lebih efektif untuk meningkatkan motivasi belajar dan pengasaan konsep. Kata Kunci: Eksperimen, Direct Instruction (DI), Teams Game Tournament (TGT), motivasi belajar, penguasaan konsep. Abstract This research aims to know the influence of direct learning model and cooperative learning model type teams game tournament (TGT) on enhancement of learning motivation and understanding physics concept. This research is an experimental research with quasi experimental design. The subjects were students from class X of MIPA 1 and X MIPA 2 SMAN 1 Turi. The study was conducted by applying DI and TGT learning model. DI learning model applied to experiment class 1 with 26 students. While the TGT learning model applied to experiment class 2 with 29 students. The data collection was done by giving the initial motivation questionnaire and the final motivation questionnaire to the students to measure the enhancement of motivation. Enhancement of understanding physiscs concept measured by pretest and posttest. The results of test scores and motivation questionnaire scores were tested by Mann-Whitney U test to determine whether there was a difference in understanding physics concepts and learning motivations before and after the use of learning models. The magnitude of the enhancement of understanding physics concepts and learning motivation was analyzed by gain analysis. The result of the research shows that DI learning model has an effect on the understanding concept but has no effect on learning motivation. While the TGT learning model influences both. The TGT learning model is more effective to improve learning motivation and the understanding concept. Keywords: Direct Instruction (DI), Teams Game Tournament (TGT), learning motivation, understanding physics concept