Application of experiential learning model to increase students motivation and learning outcomes

Authors

Balgis Swaneda Fortunela Fortunela , Hasan Subekti , Wahyu Budi Sabtiawan

DOI:

10.29303/jpm.v17i4.3601

Published:

2022-07-24

Issue:

Vol. 17 No. 4 (2022): July 2022

Keywords:

Experiential Learning, Learning Outcomes, Learning Motivation

Articles

Downloads

How to Cite

Fortunela, B. S. F., Subekti, H., & Sabtiawan, W. B. . (2022). Application of experiential learning model to increase students motivation and learning outcomes. Jurnal Pijar Mipa, 17(4), 430–436. https://doi.org/10.29303/jpm.v17i4.3601

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

This study aimed to describe how the experiential learning model increases motivation and improves student learning outcomes in the knowledge domain. The research was a pre-experiment with a one-group pretest-posttest design. Junior high school (SMPN 1 Surabaya) students in the 7th grade were the subject. The research instruments are learning observation forms, pretest and posttest, and a motivation questionnaire. Data was collected using the learning method, student questionnaire, and pretest and posttest methods. The data analysis included examining learning implementation, test findings of enhanced motivation and learning outcomes using the Wilcoxon test and normalized gain analysis, and a checkup of motivation and student learning. The results showed that the learning model was implemented very well, with an average score of 93 percent at the first meeting and 96 percent at the second meeting. The students' motivation from the pretest was 59 percent with a strong category at the first meeting and then improved to 89 percent with an excellent classification at the second meeting. The second meeting had a higher percentage of 96 percent for student learning outcomes on knowing competency than the first meeting, with a measurement of 64 percent. In conclusion, the experiential learning preparatory in science learning can boost students' motivation and learning outcomes.

References

Bundu, P. (2006). Penilaian keterampilan proses dan sikap ilmiah dalam pembelajaran sains SD. In Jakarta: Depdiknas.

Dahar, R. W. (2006). Teori-teori belajar dan mengajar. In Jakarta: Erlangga.

Nur, M. (2001). Pemotivasian siswa untuk belajar. Surabaya. University Press.

Kong, Y. (2021). The Role of Experiential Learning on Students’ Motivation and Classroom Engagement. Frontiers in Psychology, 12.

Tuyen, N. H. (2017). Effect of experiential learning approach on mathematical creativity among secondary school students. In Journal of Science, Educational Science (Vol. 62, Issue 6, pp. 19–27). https://doi.org/10.18173/2354-1075.2017-0124

Abdulwahed, M., & Nagy, Z. K. (2009). Applying Kolb's experiential learning cycle for laboratory education. Journal of engineering education, 98(3), 283-294.

Kolb, D. A. (1981). Experiential learning theory and the learning style inventory: a reply to freedman and stumpf. Academy of Management Review, 6(2), 289–296.

Clark, R. W., Threeton, M. D., & Ewing, J. C. (2010). The potential of experiential learning models and practices In career and technical education & career and technical teacher education. Journal of Career and Technical Education, 25(2), 46–62. https://doi.org/10.21061/jcte.v25i2.479

Akpan, B., & Kennedy, J. T. (2020). Science education in theory and practice. Springer International Publishing.

Haryanti, A., Suhartono, S., & Salimi, M. (2019). Penerapan Model Experiential Learning untuk Meningkatkan Hasil Belajar IPA Tema Panas dan Perpindahannya di Sekolah Dasar. Jurnal Pijar Mipa, 14(1), 18-22.

Kurniawan, A. (2011). SPSS: serba serbi analisis statistika dengan cepat dan mudah. In Jakarta: Jasakom.

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 9(3), 370–377. https://doi.org/10.1119/1.18809

Keller, J. M. (2010). The arcs model of motivational design. Motivational Design for Learning and Performance, 43–74. https://doi.org/10.1007/978-1-4419-1250-3_3

Kolb, D. A. (2014). Experiential learning experience as the source of learning and development. Pearson FT Press.

Lehane, L. (2020). Experiential learning—David A. Kolb BT - science education in theory and practice: an introductory guide to learning theory (pp. 241–257). Springer International Publishing. https://doi.org/10.1007/978-3-030-43620-9_17

Dimyati, D., & Mudjiono, M. (2009). Hasil belajar dan pembelajaran. In Jakarta: PT Rineka Cipta.

Syaiful, S. (2013). Konsep dan makna pembelajaran untuk membantu memecahkan problematika belajar dan mengajar. In Bandung: Alfabeta.

Sardiman, A. M. (2018). Interaksi dan motivasi belajar mengajar. In Jakarta: Rajawali Pers.

Oxley, J., & Ilea, R. (2015). Experiential Learning in Philosophy. Routledge. https://doi.org/10.4324/9781315682303

Kolb, A. Y., & Kolb, D. A. (2012). Experiential learning theory: a dynamic, holistic approach to management learning, education and development. In The SAGE Handbook of Management Learning, Education and Development (pp. 42–68). SAGE Publications Ltd. https://doi.org/10.4135/9780857021038.n3

Coker, J. S., & Heiser, E. (2016). Impacts of experiential learning depth and breadth on student outcomes. In Journal of Experiential Education (Vol. 40, Issue 1, pp. 5–23). SAGE Publications. https://doi.org/10.1177/1053825916678265

Bahri, A., & Corebima, A. D. (2015). The contribution of learning motivation and metacognitive skill on cognitive learning outcome of students within different learning strategies. Journal of Baltic Science Education, 14(4), 487-500.

Slavin, R. E. (2011). Psikologi pendidikan teori dan praktik. In Jakarta: indeks.

Sudjana, N., & Ibrahim, M. A. (2012). Penilaian dan penelitian pendidikan. In Bandung: Sinar Baru Algensindo.

Musfiqon, H. M. (2012). Pengembangan media dan sumber pembelajaran. In Jakarta: PT. Prestasi Pustakaraya.

Anderson, L. W., Krathwohl, & David R (Ed). (2014). Kerangka landasan untuk pembelajaran, pengajaran, dan asesmen. Yogyakarta: Pustaka Belajar.

Safana, M., Zuhdi, M., & Jannatin, Ã. (2021). Development of learning devices based on discovery learning model on global warming topic to improve student learning motivation and outcome. Jurnal Pijar Mipa, 16(4), 492-497.

Author Biographies

Balgis Swaneda Fortunela Fortunela, Department of Science Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya

Hasan Subekti, Department of Science Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya

Wahyu Budi Sabtiawan, Department of Science Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya

License

Copyright (c) 2022 Balgis Swaneda Fortunela Fortunela, Hasan Subekti, Wahyu Budi Sabtiawan

Creative Commons License

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).