The Influence of Instructional Strategy and Motivation the Natural Science Subject Instructional Outcomes

Yayan Sudrajat(1*), Ni Wayan Ayu Permata Sari(2), Nurdin Nurdin(3), Leonard Leonard(4)

(1) Universitas Indraprasta PGRI
(2) Universitas Multimedia Nusantara
(3) Universitas Indraprasta PGRI
(4) Universitas Indraprasta PGRI
(*) Corresponding Author

Abstract


Lecture instructional is the instructional that students are asked to listen to the subject materials conveyed to be absorbed properly. Meanwhile, discussion instructional is the instructional where students are asked to discuss the subject materials that have been delivered to be understood properly. The objectives of this study are to test: (1) the difference in instructional outcomes of Natural Science subject given by lecture instructional and discussion instructional, (2) the difference in instructional outcomes of Natural Science subject given by lecture instructional and discussion instructional to students who are highly motivated to learn, (3) the difference in instructional outcomes of Natural Science subject given by lecture instructional and discussion instructional to students who are low motivated to learn, (4) the influence of the interaction between instructional strategy and learning motivation on the instructional outcomes of Natural Science subject. A quasi-experimental design with a 2 x 2 factorial design. The instructional material in the experiment is a Natural Science problem for grade 11, with a sample of 80 students who already have adequate initial knowledge. Two-way analysis of variance and Tukey’s test were used to test data analysis. The research results point out that there was an influence of interaction between instructional strategy and learning motivation on instructional outcomes of Natural Science subjects. Lecture instructional strategyis better used in groups of students with high learning motivation and discussion instructional strategy is better used in groups of students with low learning motivation.

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DOI: http://dx.doi.org/10.30998/formatif.v14i1.17575

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