Anisa Karima, - (2022) PENGARUH PENGGUNAAN MEDIA PEMBELAJARAN VIDEO EXPLAINER JENIS LIVE ACTION TERHADAP MOTIVASI BELAJAR SISWA KELAS X IPS PADA MATA PELAJARAN GEOGRAFI DI SMAN 4 BANDUNG. S1 thesis, Universitas Pendidikan Indonesia.
![[img]](http://repository.upi.edu/style/images/fileicons/text.png) |
Text
S_GEO_1800529_Tittle.pdf Download (403kB) |
|
Text
S_GEO_1800529_Chapter1.pdf Download (242kB) |
|
Text
S_GEO_1800529_Chapter2.pdf Restricted to Staf Perpustakaan Download (378kB) |
|
Text
S_GEO_1800529_Chapter3.pdf Download (325kB) |
|
Text
S_GEO_1800529_Chapter4.pdf Restricted to Staf Perpustakaan Download (401kB) |
|
Text
S_GEO_1800529_Chapter5.pdf Download (168kB) |
|
Text
S_GEO_1800529_Appendix.pdf Restricted to Staf Perpustakaan Download (1MB) |
Abstract
ABSTRAK Media pembelajaran memiliki jenis yang bervariasi dan berfungsi untuk meningkatkan motivasi belajar peserta didik khususnya jika diterapkan pada masa pandemi. Dikarenakan terdapat perubahan pembelajaran dari daring ke luring, maka dibutuhkan sebuah media yang efektif untuk diterapkan. Salah satu media pembelajaran yang dapat digunakan ialah video explainer jenis live action. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media explainer jenis live action terhadap motivasi belajar. Metode penelitian menggunakan metode eksperimen dengan desain Post Test Only Control Group Design. Variabel penelitian ini ialah Video Explainer jenis Live Action dan Motivasi Belajar Siswa. Indikator motivasi belajar yaitu hasrat dan keinginan berhasil, dorongan belajar, harapan dan cita – cita masa depan, penghargaan belajar, kegiatan yang menarik, dan lingkungan yang kondusif. Subjek penelitian ini ialah kelas X IPS 2 dan X IPS 3. Instrumen pengumpulan data menggunakan angket. Data dianalisis menggunakan uji normalitas, uji homogenitas, dan uji hipotesis (uji t). Hasil penelitian menunjukkan bahwa: 1) Motivasi belajar kelas eksperimen menunjukkan kategori Sangat Tinggi dengan skor 124.69, skor tertinggi berada pada indikator keinginan untuk berhasil dengan nilai 21.88 dan skor terendah berada pada indikator lingkungan yang kondusif dengan nilai 19.80. 2) Motivasi belajar kelas kontrol menjukkan kategori Tinggi dengan skor 114.11, skor tertinggi berada pada indikator harapan dan cita – cita masa depan dengan nilai 19.38 dan skor terendah berada pada indikator kegiatan yang menarik dengan nilai 15.69. 3) Berdasarkan hasil uji t, didapatkan bahwa nilai signifikansi<0.05 yang berarti 0.000 < 0.05 sehingga H1 diterima, yaitu terdapat perbedaan motivasi belajar antara kelas eksperimen dan kontrol. ABSTRACT Learning media come in many forms and work to boost students' motivation to learn, especially when used in pandemic situations. An appropriate medium must be used because learning is shifting from online to offline. A live action video explainer is one of the learning tools that may be used. The purpose of this study is to ascertain how using live action explainer media affects learning motivation. An experimental approach with a Post Test Only Control Group Design is used in the study. Live Action Video Explainer and Student Learning Motivation are the study's factors. Drive and the desire to achieve are indicators of learning motivation, as are encouragement to study, goals and aspirations for the future, learning rewards, engaging activities, and a supportive atmosphere. The subjects of this study were class X IPS 2 and X IPS 3. The instrument of data collection was using a questionnaire. Data were analyzed using normality test, homogeneity test, and hypothesis testing (t test). The results showed that: 1) The learning motivation of the experimental class showed a very high category with a score of 124.69, the highest score was on the desire to succeed indicator with a value of 21.88 and the lowest score was on the conducive environment indicator with a value of 19.80. 1) The experimental class's learning motivation scored a very high 124.69, with the conducive environment indication receiving the lowest score of 19.80 and the want to succeed indicator receiving the highest score of 21.88. 2) The learning motivation score for the control class is 114.11, with the indicator of future expectations and aspirations receiving the highest score of 19.38 and the indicator of interesting activity receiving the lowest score of 15.69. 3) Based on the results of the t test, it is got that value significance <0.05 which means 0.000<0.05 so H1 can be accepted. Specifically, there is a difference motivation between the experimental and control classes.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | Google Scholar https://scholar.google.com/citations?user=Sn0MPioAAAAJ&hl=en ID SINTA Epon Ningrum (5990289), Ahmad Yani (5975048) |
| Uncontrolled Keywords: | Media Pembelajaran, Motivasi Belajar, Video Explainer |
| Subjects: | G Geography. Anthropology. Recreation > G Geography (General) G Geography. Anthropology. Recreation > GN Anthropology L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
| Divisions: | Fakultas Pendidikan Ilmu Pengetahuan Sosial > Pendidikan Geografi-S1 |
| Depositing User: | Anisa Karima |
| Date Deposited: | 09 Feb 2023 01:48 |
| Last Modified: | 09 Feb 2023 01:48 |
| URI: | http://repository.upi.edu/id/eprint/88197 |
Actions (login required)
 |
View Item |