PENGARUH MODEL SELF DIRECTED LEARNING TERHADAP MOTIVASI BELAJAR IPAS PADA SISWA KELAS V DI MIS DARUL HUDA CAMPANG JAYA

ERIS, DWI YULIANDARA (2026) PENGARUH MODEL SELF DIRECTED LEARNING TERHADAP MOTIVASI BELAJAR IPAS PADA SISWA KELAS V DI MIS DARUL HUDA CAMPANG JAYA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini dilatarbelakangi oleh rendahnya motivasi belajar peserta didik pada pembelajaran IPAS kelas V di MIS Darul Huda Campang Jaya, yang ditandai dengan kurangnya keaktifan, kemandirian, dan semangat peserta didik dalam mengikuti proses pembelajaran. Model pembelajaran Self Directed Learning (SDL) dipandang mampu memberikan pengalaman belajar yang bermakna dengan menekankan kemandirian peserta didik dalam mengelola proses belajarnya, sehingga dapat meningkatkan motivasi belajar. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Self Directed Learning terhadap motivasi belajar peserta didik pada pembelajaran IPAS. Metode penelitian yang digunakan adalah metode kuantitatif dengan desain quasi experiment berupa posttest-only control group design. Sampel penelitian terdiri dari kelas V A sebagai kelas eksperimen dan kelas V B sebagai kelas kontrol. Teknik pengumpulan data menggunakan angket motivasi belajar dan dokumentasi. Instrumen yang digunakan berupa angket skala Likert yang terdiri dari 20 butir pernyataan berdasarkan indikator motivasi belajar, yaitu hasrat dan keinginan berhasil, dorongan dan kebutuhan belajar, harapan dan cita-cita masa depan, penghargaan dalam belajar, kegiatan belajar yang menarik, serta lingkungan belajar yang kondusif. Data dianalisis melalui uji prasyarat dan uji hipotesis menggunakan uji-t. Hasil penelitian menunjukkan bahwa terdapat perbedaan motivasi belajar yang signifikan antara kelas eksperimen yang menerapkan model Self Directed Learning dengan kelas kontrol yang menggunakan model Problem-Based Learning. Motivasi belajar peserta didik pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Hal ini dibuktikan melalui hasil uji-t yang menunjukkan nilai signifikansi sebesar 0,004 < 0,05, sehingga dapat disimpulkan bahwa model pembelajaran Self Directed Learning berpengaruh secara signifikan terhadap motivasi belajar peserta didik. Dengan demikian, model Self Directed Learning dapat menjadi alternatif model pembelajaran yang efektif untuk meningkatkan motivasi belajar peserta didik, khususnya pada pembelajaran IPAS di sekolah dasar. ABSTRACK This study was motivated by the low level of students’ learning motivation in IPAS among fifth-grade students at MIS Darul Huda Campang Jaya, which is indicated by the lack of students’ activeness, independence, and enthusiasm in the learning process. The Self Directed Learning (SDL) model is considered capable of providing meaningful learning experiences by emphasizing students’ independence in managing their own learning, thereby increasing their motivation. This study aims to determine whether there is an effect of the Self Directed Learning model on students’ learning motivation in IPAS. This research used a quantitative method with a quasiexperimental design, namely the posttest-only control group design. The sample consisted of class V A as the experimental class and class V B as the control class. The data collection techniques included a learning motivation questionnaire and documentation. The instrument used was a Likert-scale questionnaire consisting of 20 statements based on indicators of learning motivation, including desire to succeed, learning needs and encouragement, future aspirations, appreciation in learning, interesting learning activities, and a conducive learning environment. The data were analyzed using prerequisite tests and hypothesis testing through the t-test. The results showed that there was a significant difference in learning motivation between the experimental class that applied the Self Directed Learning model and the control class that used the Problem-Based Learning model. The learning motivation of students in the experimental class was higher compared to the control class. This was proven by the results of the t-test which showed a significance value of 0.004 < 0.05, indicating that the Self Directed Learning model has a significant effect on students’ learning motivation. Thus, the implementation of SDL can be an effective alternative learning model to improve students’ learning motivation, especially in IPAS learning at the elementary school level.

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