The Influence of Inquiry Learning Model and Achievement Motivation on HOTS Economic Learning Outcomes on 11th Grade Students

Prima Lestari Situmorang, Indra Maipita, M. Fitri Rahmadana

Abstract


This study aims: (1) to know the difference between HOTS Economic learning outcomes taught by the Guided Inquiry learning model and the modified free inquiry learning model; (2) knowing the difference between HOTS Economic learning outcomes for students who have high achievement motivation and HOTS Economic learning outcomes for students who have low achievement motivation; and (3) knowing the interaction between inquiry learning models and achievement motivation on learning outcomes. The population in this study are all social studies 11th grade students in Senior High School 5 Medan, amounting to 3 classes. The sample in this study is determined randomly by random sampling technique, by taking 2 classes with a total of 34 students per class. The research method uses quasi-experimental. The instrument of this study is the achievement test and achievement motivation test. Analysis of the data used is Anvaa Factorial 2 x 2. Based on the research results obtained: (1) there are differences in the results of HOTS Economic student learning taught by the Guided Inquiry learning model and Guided Inquiry learning outcomes of students taught by the Modified Free Inquiry Learning Model (Modified Free Inquiry) with fcount>Ftable (4.15> 3.9); (2) there are differences in economic learning outcomes of students who have high achievement motivation and students who have low achievement motivation with fcount>Ftable (171.07> 3.9); (3) there is an interaction between inquiry learning models and achievement motivation on learning outcomes HOTS Economic with fcount>Ftable (4.04> 3.9).


Keywords


Guided inquiry; modified free inquiry; achievement motivation; results study.

Full Text:

PDF

References


Anderson, L.W. & Krathwohl, D. R. (Eds). (2015). Kerangka landasan untuk pembelajaran, pengajaran, dan asesmen: revisi taksonomi pendidikan.

Brookhart, S. M. (2010). How to Assess Higher-Order Thinking Skills in Your Classroo. Paper presented at the annual meeting of ASCD, Los Angeles.

Deluca. (2011). The GRIDc Project Developing Students’s Thinking Skills in a Data-Rich Environment. Eric Journal, 23 (1).

Joyce, B. and Marsha W. (2009). Models of Teaching (Ed. 6th ). Unites States of America: Allyn & Bacon.

McClelland, D. C. (1987). Human Motivation. New York : Cambridge University Press.

Parhusip, C. M. D., Mochammad A. M., et al. (2014). Pengaruh Disiplin Kerja Terhadap Prestasi Kerja ( Studi Pada KAryawan AJB BUMIPUTERA 1912 Cabang Kayutangan Kota Malang ). Jurnal Administrasi Bisnis (JAB), 9 (1).

Piaget, J.(1969). The Early Growth of Logic in The Child. New York: Norton.

Sudjana, N. (2015). Penilaian Hasil Proses Belajar Mengajar. Bandung :Remaja Rosdakarya.

Thomas, A. and Thorne, G. (2009). How to Increase Higher Order Thinking. Metarie, LA: Center for Development and Learning. (accessed on 6 march 2019).

Zehrihun, Z., Beisshunzein, J., & Van Os, W. (2012). Student Learning Experience as Indicator of Teaching Quality. Educational Assessment, Evaluastion and Accountability, 24 (2): 99-111.




DOI: https://doi.org/10.33258/birci.v2i4.662

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.