Implementasi Pembelajaran Abad 21 terhadap Hasil Belajar IPA Peserta Didik dengan Pengendalian Motivasi Belajar

Less optimal learning of science results in low learning outcomes of science. In overcoming this, it is necessary to apply variative learning in accordance with the demands of the current century, namely 21st century learning. The study aims to determine the effect of the implementation of 21st century learning on science learning outcomes in learners by controlling learning motivation. This research is experimental study. The study population was students of class V of SD Muhammadiyah 2 Kupang totaling 92 people and the sample used was 62 people, with a random sampling technique. Data were analyzed using one-way ANAVA test, ANAKOVA test, and product moment test. The instrument used in the form of science learning outcomes tests and questionnaires. The results showed that: 1) there was an effect of the implementation of 21st century learning on science learning outcomes with = 34.984> (0.05; 1:60) = 4.00. 2) There is an effect of the implementation of 21st century learning on science learning outcomes, after learning motivation is controlled by FA * = 36.106> (0.05; 1:59) = 4.00. 3) There is a significant contribution of learning motivation to the learning outcomes of science, by 66%. The implications of this study include: 1) educators play a more active and creative role in shaping 21st century learning in students by not only mastering science as a product, but especially as a process. 2) The implementation of 21st century learning requires patience, determination, creativity, innovation in designing learning so that students actually participate in learning so that the required skills are formed in accordance with the 21st century. 3) Adequate learning facilities to support learning so as to improve learning outcomes in a manner optimal.