The Effect Model of Problem Based Learning in Social Science Subject

Abstract

This research aims to determine: 1) the influence of the Problem Based Learning model on the social studies learning outcomes of students who have high learning motivation and low learning motivation. 2) Knowing the interaction between the Problem Based Learning model and learning motivation on social studies learning outcomes in elementary school. This research uses quasi-experimental research methods. The population of this research was 54 fourth grade students at SD IT Darul Fikri. The research sample was class IVa with 27 students as the experimental class and class IVb with 27 students as the control class. Data collection techniques use learning motivation questionnaires and learning outcomes tests. The data analysis technique uses two-way Anova. The research results are as follows: (1) there is a significant difference between the learning outcomes of experimental class students with high learning motivation with an average of 95 and students who have low learning motivation with an average of 80, while the learning outcomes of dick class students with high learning motivation with an average of 92 and students who have low learning motivation with an average of 74.76, the significance value is 0.000, so that the test results (sig)

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社会科学学科问题型学习的效果模型

本研究旨在确定:1)基于问题的学习模式对高学习动机和低学习动机学生社会研究学习成果的影响。2)了解问题型学习模式与学习动机对小学社会研究学习成果的交互作用。本研究采用准实验研究方法。这项研究的对象是SD IT Darul Fikri的54名四年级学生。研究样本为IVa班27名学生作为实验班，IVb班27名学生作为对照班。数据收集技术使用学习动机问卷和学习成果测试。数据分析技术采用双向方差分析。研究结果如下:(1)实验班高学习动机学生的学习成绩平均为95分，低学习动机学生的学习成绩平均为80分，而迪克班高学习动机学生的学习成绩平均为92分，低学习动机学生的学习成绩平均为74.76分，显著性值为0.000，使得测试结果(sig) <显著性水平;即0.000<0.050，则拒绝H0。(2)基于问题的学习模式与学生学习动机在提高学生社会学习成绩方面存在交互作用。分析结果表明，交互作用的显著性值为0.004。该值小于预定显著性水平0.05。计算出的F值为1.234，因此接受Ha，拒绝Ho。

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