Analysis of the Relationship between Learning Motivation and Students Cognitive Involvement in Problem-Based Learning through Lesson Study on the Material of Speed and Average Rate
DOI:
10.29303/jpm.v20i8.10498Published:
2025-12-31Issue:
Vol. 20 No. 8 (2025): Special IssueKeywords:
Cognitive Engagement; Learning Motivation; Lesson Study; Non-Cognitive Factors; Problem-Based LearningArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
Education in the 21st century emphasizes active student engagement, where intrinsic motivation is expected to emerge as observable cognitive participation, particularly through verbal discussions. However, although Lesson Study (LS) and Problem-Based Learning (PBL) are widely reported to strengthen intrinsic motivation, high motivation does not always translate into high verbal cognitive engagement, indicating a potential mismatch influenced by non-cognitive factors. This study aims to analyze the effectiveness of Lesson Study (LS) and Problem-Based Learning (PBL) in fostering students' intrinsic motivation and identify non-cognitive factors that influence the mismatch between motivation and verbal cognitive engagement. This descriptive study used mixed methods, involving 25 students of the Physics Education Study Program. Data were collected through motivation questionnaires (quantitative) and transcripts of group discussion recordings (qualitative) during the implementation of Lesson Study and PBL and processed using descriptive statistics. The quantitative results showed that students' learning motivation was in the high category across all indicators, including persistence, interest, achievement, and independence. However, the qualitative results of the transcripts of verbal cognitive engagement revealed significant variation, where some students exhibited low verbal activity despite having high motivation levels. This inconsistency suggests that high intrinsic motivation has not yet fully translated into active cognitive engagement due to the intervention of affective, social, and situational factors. Thus, Lesson Study and PBL have proven effective in fostering intrinsic motivation, but strengthening collaborative strategies is necessary to ensure optimal cognitive engagement for each individual.
References
S. Suhudi, R. Radeswandri, H. Herlinda, and R. Vebrianti, “Pengembangan Instrumen Motivasi Belajar Siswa: Kuesioner,” J. Gentala Pendidik. Dasar, vol. 9, no. I, pp. 83–95, 2024, doi: 10.22437/gentala.v9i1.34338.
Arianti, “Peranan guru dalam meningkatkan motivasi belajar siswa,” Didakt. J. Kependidikan, vol. 12, no. 2, pp. 117–134, 2018, doi: 10.30863/didaktika.v12i2.181.
W. Asry, “Motivation To Learn,” J. Innov. Res. Knowl., vol. 4, no. 6, pp. 3679–3694, 2024, doi: 10.53625/jirk.v4i6.8880.
D. J. Nugroho, “Pembelajaran matematika berbasis lesson study dengan menggunakan model problem based learning (PBL) pada materi barisan dan deret,” NOTASI J. Pendidik. Mat., vol. 2, no. 2, pp. 91–101, 2024, doi: 10.70115/notasi.v2i2.191.
I. Zawawi, “Pendampingan Pembelajaran Matematika Smp Melalui Lesson Study For Learning Community (LSLC) Di SMPN 3 Gresik,” Jubaedah J. Pengabdi. dan Edukasi Sekol. (Indonesian J. Community Serv. Sch. Educ., vol. 3, no. 1, pp. 41–50, 2023, doi: 10.46306/jub.v3i1.116.
L. Ariani and A. Lubis, “Penerapan Model Pembelajaran Problem Based Learning san Pendekatan Saintifik Berbasis Lesson study Untuk Meningkatkan Kemampuan Pemecahan Masalah Siswa,” J. Ris. Rumpun Mat. Dan Ilmu Pengetah. Alam, vol. 3, no. 1, pp. 311–321, 2024, doi: 10.55606/jurrimipa.v3i1.2497.
M. Hidayat, R. Dani, N. Lestari, and S. AJ, “Penerapan model pembelajaran problem based learning melalui lesson study pada mata kuliah telaah kurikulum fisika smp di program studi pendidikan fisika fkip universitas jambi,” Silampari J. Ilmu Pendidik. Fis., vol. 7, no. 1, pp. 45–58, 2025, doi: 10.62112/sjpif.v7i1.248.
R. Wiwita, R. Handayani, and R. Mayeni, “Penerapan pembelajaran stem-problem/based learning berbasis lesson study dalam kurikulum merdeka,” J. Kepemimp. dan Pengur. Sekol., vol. 10, no. 1, pp. 186–194, 2025, doi: 10.34125/jkps.v10i1.301.
N. Amrilizia, A. C. Yusro, and M. D. Tamami, “Optimalisasi Hasil Belajar IPA Berbasis Problem Based Learning (PBL) Melalui Lesson Study,” Nat. J. Ilm. Pendidik. IPA, vol. 10, no. 2, pp. 74–82, 2023, doi: 10.30738/natural.v10i2.14828.
K. Wiyono, A. Fathurohman, E. A. Patriot, S. Saparini, and R. Adiputro, “Peningkatan motivasi belajar peserta didik melalui penerapan pembelajaran PBL pada mata pelajaran IPAS,” Gawi J. Action Res., vol. 5, no. 1, pp. 34–41, 2025, doi: 10.59329/gawi.v5i1.194.
H. Rahman, M. Faisal, and A. F. Syamsuddin, “Meningkatkan motivasi belajar peserta didik melalui model pembelajaran problem based learning berbantuan multimedia interaktif,” J. Pendidik. Dasar Dan Kegur., vol. 9, no. 1, pp. 12–24, 2024, doi: 10.47435/jpdk.v9i1.2778.
A. Gulo, “Penerapan Model Pembelajaran Problem Based Learning Dalam Meningkatkan Motivasi Dan Hasil Belajar IPA,” Educ. J. Pendidik., vol. 1, no. 1, pp. 334–341, 2022, doi: 10.56248/educativo.v1i1.
A. Auliah and V. P. Cahyani, “Integrasi Lesson Study dalam Model Pembelajaran Kolaboratif untuk Meningkatkan Kualitas Pembelajaran,” MACCA Sci. J., vol. 2, no. 1, pp. 285–295, 2025, doi: 10.51574/msej.v2i1.2834.
A. Rahim, “Meningkatkan keterampilan berpikir kritis melalui pembelajaran kritis,” J. Sains Educ., vol. 1, no. 3, pp. 80–87, 2023, doi: 10.59561/jse.v1i3.233.
N. F. Amir, W. Malmia, I. Magfirah, and A. Andong, “Pemanfaatan media Educandy dalam peningkatan motivasi dan hasil belajar matematika Siswa kelas V Sekolah Dasar,” Primatika J. Pendidik. Mat., vol. 13, no. 1, pp. 1–8, 2024, doi: 10.30872/primatika.v13i1.2800.
N. S. Aliya, D. Safitri, and S. Sujarwo, “Pemberian Reward Verbal dan Non Verbal sebagai Stimulus Motivasi Belajar dalam Pembelajaran IPS,” Indones. J. Educ., vol. 1, no. 4, pp. 302–308, 2025, doi: 10.70437/psajwd12.
I. Ramli, “Pendampingan Guru dalam Penerapan Pembelajaran Berbasis Lesson Study di SMA Negeri 12 Palopo,” J. Abdimas Prakasa Dakara, pp. 73–79, 2024, doi: 10.37640/japd.v4i1.1882.
I. Irawati, “Application of The Problem Based Learning (PBL) Learning Model Improves Students’ Cooperation Attitude,” Work. Nas. Penguatan Kompetensi Guru Sekol. Dasar SHEs Conf. Ser., vol. 3, no. 3, pp. 2209–2215, 2020, doi: 10.20961/shes.v3i3.57093.
D. Setyowati, R. Qadar, and S. Efwinda, “Analisis Motivasi Siswa Berdasarkan Model ARCS (Attention, Relevance, Confidence, and Satisfaction) dalam Pembelajaran Fisika berbasis E-Learning di SMA Se-Samarinda,” J. Literasi Pendidik. Fis., vol. 3, no. 2, pp. 116–129, 2022, doi: 10.30872/jlpf.v3i2.1044.
B. A. Novianti and K. Syahidi, “Model Problem Based Learning (PBL) untuk meningkatkan Kemampuan Berpikir kritis Mahasiswa melalui kegiatan Lesson Study,” Kappa J., vol. 8, no. 3, pp. 519–523, 2024, doi: 10.29408/kpj.v8i3.28751.
H. P. Ramadhani, I. Z. Sipahutar, and N. Sari, “Ditinjau dari karakteristik peserta didik sekolah menengah pertama analysis of students’ cognitive aspects in learning mathematics as seen in the characteristics of junior high school students,” J. Pembelajaran dan Mat. Sigma, vol. 11, no. 2, pp. 266–271, 2025, doi: https://doi.org/10.36987/jpms.v11i2.8320.
F. H. Winahyu, L. Nulhakim, and M. Rumanta, “Pengaruh Pembelajaran Problem Based Learning Berdiferensiasi dan Motivasi Belajar terhadap Hasil Belajar Matematika,” Edukatif J. Ilmu Pendidik., vol. 6, no. 1, pp. 661–669, 2024, doi: 10.31004/edukatif.v6i1.6351.
A. F. F. Umar, A. Yusuf, A. R. Amini, and A. Alhadi, “Pengaruh Motivasi Belajar terhadap Peningkatan Prestasi Akademik Siswa Siswi SMA Global Indonesia School,” J. Pengabdi. Cendekia, vol. 1, no. 2, pp. 159–163, 2025, doi: 10.71417/jpc.v1i2.46.
R. Wahyuni, “Efektivitas implementasi lesson study learning community dalam meningkatkan kualitas pembelajaran,” Equity Educ. J., vol. 6, no. 1, pp. 46–53, 2020, doi: https://doi.org/10.37304/eej.v2i1.1681.
N. Nuraeni and S. A. Syihabuddin, “Mengatasi kesulitan belajar siswa dengan pendekatan kognitif,” J. Pembelajaran dan Inov. Pendidik., vol. 1, no. 1, pp. 19–20, 2020, doi: https://doi.org/10.52005/belaindika.v2i1.24.
Author Biographies
Rindy Puspita Anggrini, Physic Education Department, Universitas Jambi
Lusia Andini, Physic Education Department, Universitas Jambi
Gita Salsabilla Nurma Yahya, Physic Education Department, Universitas Jambi
Neneng Lestari, Physic Education Department, Universitas Jambi
Nova Susanti, Physic Education Department, Universitas Jambi
License
Copyright (c) 2025 Rindy Puspita Anggrini, Lusia Andini, Gita Salsabilla Nurma Yahya, Neneng Lestari, Nova Susanti
This work is licensed under a Creative Commons Attribution 4.0 International License.
The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.
2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).
