EFEKTIVITAS BAHAN AJAR BERPROGRAM TIPE BRANCHING MENGGUNAKAN PERANGKAT LUNAK ADOBE CAPTIVATE DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA

• Main Author: Robi, Muldan Cahya (Author)
• Format: Book
• Published: 2017-01-23.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/28288/2/S_KTP_1202521_Title.pdf; http://repository.upi.edu/28288/10/S_KTP_1202521_Abstract.pdf; http://repository.upi.edu/28288/1/S_KTP_1202521_Table_of_content.pdf; http://repository.upi.edu/28288/3/S_KTP_1202521_Chapter1.pdf; http://repository.upi.edu/28288/4/S_KTP_1202521_Chapter2.pdf; http://repository.upi.edu/28288/5/S_KTP_1202521_Chapter3.pdf; http://repository.upi.edu/28288/6/S_KTP_1202521_Chapter4.pdf; http://repository.upi.edu/28288/7/S_KTP_1202521_Chapter5.pdf; http://repository.upi.edu/28288/8/S_KTP_1202521_Bibliography.pdf; http://repository.upi.edu/28288/9/S_KTP_1202521_Appendix.pdf
• Keywords: LB Theory and practice of education; LB2361 Curriculum

Penelitian ini adalah usaha untuk menjawab permasalahan penelitian yang bertitik tolak dari masalah umum yaitu: Apakah terdapat perbedaan motivasi belajar siswa antara penggunaan bahan ajar berprogram tipe branching berbasis Adobe Captivate dan bahan ajar cetak pada mata pelajaran Ilmu Pengetahuan Alam Fisika kelas IX di SMPN 1 Bandung? Secara lebih khusus yaitu apakah terdapat perbedaan motivasi belajar siswa aspek cognitive motives, self expression dan self enhancement antara penggunaan bahan ajar berprogram tipe branching berbasis Adobe Captivate dan bahan ajar cetak pada mata pelajaran Ilmu Pengetahuan Alam kelas IX di SMPN 1 Bandung? Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain penelitian Nonequivalent Control Group bentuk pretest-posttest control group design. Instrumen yang digunakan dalam penelitian ini adalah angket bentuk tertutup dan observasi. Pengambilan sampel dalam penelitian ini secara cluster sampling. Secara umum dapat disimpulkan bahwa motivasi belajar siswa pada aspek cognitive motives, self expression dan self enhancement menggunakan bahan ajar berprogram tipe branching berbasis Adobe Captivate lebih efektif dibandingkan dengan siswa yang menggunakan bahan ajar cetak pada mata pelajaran Ilmu Pengetahuan Alam Fisika materi Hukum Ohm pada siswa kelas IX SMPN 1 Bandung. Hal tersebut dibuktikan dengan siswa lebih tertarik pada materi pembelajaran, mampu mengembangkan kreatifitas dan ide yang dimiliki, mampu mengembangkan penilain positif terhadap diri sediri dan mampu belajar secara mandiri.;--- This study attempts to answer a research question formulated from general issues. The question is: How does the effectiveness of the implementation of programmed learning material with Adobe Captivate based-branching type compare to that of the ninth graders using printed learning material in improving their motivation to learn science? To be more specific, the question is: Is there difference motivation of implementation programmed learning material with Adobe Captivate based-branching type compare to that of the ninth graders using printed learning material to learn science? To be more specific, the question is: Is there difference motivation in terms of the aspects of cognitive motives, self expression, and self-enhancement of implementation programmed learning material with Adobe Captivate based-branching type compare to using printed learning material to learn science in the ninth grade. This study employs a quasi-experimental method. The research design used is none-equivalent control group in the form of pretest-posttest control group design. This study applies closed-questionnaire and observation as the instruments. The sample of this study is collected using cluster sampling. Generally, this study reveals that in terms of the aspects of cognitive motives, self expression, and self-enhancement, learning motivation of the ninth graders who use programmed learning material with is higher than that of the ninth graders who use printed learning material in 1 Bandung junior High school when learning Ohm Law. This result can be seen from students' motivation; when they are more interesting in the learning material, are able to develop their creativity and ideas, are able to give positive self-assessment, and are able to learn independently.