Analysis of Student Learning Motivation using Project-Based Learning Method (original) (raw)
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Investigation of students' intrinsic motivation in project based learning
International Journal of Human Sciences, 2010
The purpose of this research is to examine the impact of project-based learning on the students' intrinsic motivation in a college level course. Research using qualitative and quantitative techniques together was conducted within a period of 14 weeks. As a means of data collection, Kempler (2006)'s adaptation of the Internal Motivation Measurement Survey was used for the quantitative research. Besides, a questionnaire consisting of open-ended questions related to intrinsic motivation components were conducted for the qualitative part. Research results revealed that there was a positive and significant relationship between components of the learning environment and interest. Also, a moderate and significant relationship was found between components of the learning environment and cognitive engagement. Findings indicated that there was no meaningful relationship between components of the learning environment and academic efficacy. The important results from the study showed that courses will be treated as project-based learning needs careful design and good way of planning. Prepared learning environment was seen as a social learning environment by the students. Academic pressure on students occurred very often and development of information exchange was observed more frequently.
Teaching Dilemmas and Student Motivation in Project-based Learning in Secondary Education
Interdisciplinary Journal of Problem-based Learning, 2022
This article aims to describe and analyze the dilemmas facing teachers when fostering student motivation in project-based learning (PjBL). The authors developed a project in secondary education through an action research approach. The different action research cycles aimed to solve dilemmas throughout the project and interpret them in terms of student motivation through the self-determination theory. According to this theory, autonomy, relatedness and competence are three psychological needs that, if fulfilled in the classroom, will lead to greater intrinsic motivation. The results revealed that one of the main characteristics of PjBL, namely, presenting the final product to an external audience, led to a tight schedule. This timepressure context generated the majority of dilemmas, which affected the development of the three basic psychological needs, especially competence and autonomy.
Investigation of college students’ intrinsic motivation in project based learning
The purpose of this research is to examine the impact of project-based learning on the students' intrinsic motivation in a college level course. Research using qualitative and quantitative techniques together was conducted within a period of 14 weeks. As a means of data collection, Kempler (2006)'s adaptation of the Internal Motivation Measurement Survey was used for the quantitative research. Besides, a questionnaire consisting of open-ended questions related to intrinsic motivation components were conducted for the qualitative part. Research results revealed that there was a positive and significant relationship between components of the learning environment and interest. Also, a moderate and significant relationship was found between components of the learning environment and cognitive engagement. Findings indicated that there was no meaningful relationship between components of the learning environment and academic efficacy. The important results from the study showed th...
Jurnal Ilmiah Mandala Education, 2024
This study aims to determine the effect of student motivation and learning outcomes by using the Project Based Learning at SMP Negeri 1 Sape. The research method that will be used in this study is a quasiexperimental research with a descriptive quantitative approach. The research design uses the Posttest Only Control Group Design form, the sample to be used in this study consists of two classes, namely the VIIIA experimental class of 25 students and the VIIIB Control Class of 28 students. The types of instruments used in this study are questionnaires and learning outcomes tests. Data analysis in this study used prerequisite tests, namely normality test, homogeneity test. To test the correctness of the hypothesis, the help of statistical analysis of ManovaSPSS v.22.0 was used.Based on hypothesis testing using the SPSS v.22 Manova test, it is known that the value of learning outcomes Sig. 0.081 or 0.081˃0.05, it can be concluded that titung˂ttabel then H0 is accepted and Ha is rejected. Likewise, in the learning motivation hypothesis test there is a sig value. 0.369 or 0.369˃0.05 which means H0 is accepted and Ha is rejected. Thus it can be concluded that there is no difference in the effect of motivation and learning outcomes of students taught using the Project Based Learning learning model in the experimental class and students taught using conventional learning in the control class.
International journal of religion, 2024
The purpose of this study was to determine the Project Based Learning (PjBL) learning model based on Technological Pedagogical and Content Knowledge (TPACK) in increasing the learning motivation of class X students of SMK Taruna Terpadu. This research is a type of PTK research conducted in two cycles using the spiral model by C. Kemmis and MC. Taggart. The research subjects were students of class X of SMK Taruna Terpadu with a total of 30 students. The data collection technique in this study used a comparative descriptive method by comparing the results from pre-cycle to cycle II. The results of the action showed that students who were very happy with PjBL learning reached 100%, students who were motivated to follow the learning reached 100%, students who felt they added insight with the PjBL model reached 100%, students who were curious about the PjBL learning model reached 97%, and students who were eager to follow learning with the PjBL model reached 93%. From this data, it can be seen that the impression of students towards the PjBL model is that almost all students in one class are motivated to follow PjBL-based learning that is applied in teaching and learning.
Motivation in Project-Based Classrooms: New Measures Better Coupled to Students' Experiences
Project-Based Science (PBS) has traditionally been proposed as a comprehensive approach to classroom teaching and learning that is designed, in part, to better motivate students to learn. As PBS units became more widespread in schools, initial evaluations of their impact focused primarily on documenting important learning outcomes such as performance on unit assessments and standardized exams (Herman, Mackenzie, Sherin, & Reiser, 2002). The motivational impact of PBS units is not so well documented. In particular, little has been done to study motivation across PBS units or across school years. Traditional measures of motivation, first developed primarily by educational and developmental psychologists, were essentially inherited by the learning sciences community and have not been efficient indicators of the impact of curricular innovations on student motivation. We argue for new motivation-related measures that are more closely coupled to the actual experiences of students in projects and report on our initial attempts to develop such measures.
Al-Ta lim Journal, 2019
The purpose of this study was to determine whether there is any difference between students’ mathematical representation ability who were taught by using the learning model of Project Based Learning with students who were taught by Guided Discovery Learning; there is any difference in the students' mathematical representation ability based on high, medium, or low learning motivation categories, and there is an interaction between the learning model and the learning motivation toward mathematical representation ability. A quasi experiment was used with 2x3 factorial designs. Instrument used to collect data was mathematics test and learning motivation questionnaire. The hypothesis testing used two way analysis of variance with unequal cell. Based on the results of hypothesis testing, it can be concluded that there is a difference in the students' mathematics ability that was taught by using Project Based Learning model with students who were taught by sing Guided Discovery Lea...
2012
Project-Based Learning (PBL) is a teaching method that is significantly different from the conventional classroom teaching; however, the positive effects of PBL have not been clearly established. This longitudinal study investigates the effect of Project Based Learning on Secondary mathematics’ students in order to determine both academic skill development and motivational factors that affect learning. Motivational factors to be measured include self-regulation, self-efficacy, and learning strategies. Unlike previous studies conducted in conventional school environs, this study will be conducted on a dedicated project-based high school, where PBL is not being used as additional or supplemental teaching, but as a whole curriculum. Our study will provide the space for teachers to reflect on the effectiveness of the implementation of this pedagogical approach to mathematics teaching and learning. Because our study’s participants represent a wide range of mathematical abilities and demo...
Beginner Teacher's Perception of Application of Project-Based Learning in Mathematics Learning
JIPM (Jurnal Ilmiah Pendidikan Matematika), 2020
This research aims to describe the teacher's perception of the application of project-based learning in mathematics learning and how they will apply it using a qualitative case study method. The research subjects in this study amounted to 12 students consisting of 3 men and 9 women, where they were students of postgraduate mathematics education study programs at Yogyakarta State University who were beginner teachers where they had taught between 1 and 3 years. Data collection using interviews with open questions to provoke written perceptions of respondents to the project-based learning approach. The time of the study was carried out starting from December 1, 2018, to January 2, 2019, located at Yogyakarta State University. The data analysis techniques applied in this study are Bogdan, R. C., & Biklen models. The results of this study indicate that: (1) respondents have a good perception of the project-based learning approach, (2) the majority of respondents are interested in using a project-based learning approach after they complete their studies (3) all respondents believe they will find obstacles when applying projectbased learning approach later (4) the majority of respondents have less knowledge and experience regarding the project-based learning approach. (5) the need for training and further discussion of the project-based learning approach to the research subjects.