Pembelajaran fisika menggunakan multimedia kit dan media interaktif berbasis komputer ditinjau dari motivasi berprestasi dan modalitas belajar siswa

Oleh :
Kristien Hely Tambotoh - S830908124 - Sekolah Pascasarjana

ABSTRAK Penelitian ini bertujuan untuk mengetahui: (1) pengaruh pembelajaran fisika menggunakan kit multimedia dan media interaktif berbasis komputer terhadap prestasi belajar. (2) pengaruh motivasi berprestasi terhadap prestasi belajar. (3) pengaruh modalitas belajar terhadap prestasi belajar. (4) interaksi antara motivasi berprestasi dengan pembelajaran menggunakan kit multimedia dan media interaktif berbasis komputer terhadap prestasi belajar. (5) interaksi antara modalitas belajar dengan pembelajaran menggunakan kit multimedia dan media interaktif berbasis komputer terhadap prestasi belajar. (6) interaksi antara modalitas belajar dan motivasi berprestasi terhadap prestasi belajar. (7) interaksi antara motivasi berprestasi dan modalitas belajar dengan pembelajaran menggunakan kedua media terhadap prestasi belajar. Penelitian dilaksanakan di SMA N 1 Salatiga tahun pelajaran 2008/2009 dengan populasi siswa kelas XI. Metode penelitian adalah metode eksperimen dengan desain faktorial 2x2x3. Sampel penelitian siswa kelas XI IPA-2, dan XI IPA-6 (eksperimen I) serta kelas XI IPA-4 dan kelas XI IPA-5 (eksperimen II). Instrumen pengambilan data berupa tes prestasi belajar, angket motivasi berprestasi dan angket modalitas belajar. Instrumen pelaksanaan penelitian berupa Silabus, RPP, Media Interaktif berbasis Komputer, LKS, Kit Multimedia. Teknik analisis data adalah ANAVA tiga jalan sel tak sama pada taraf signifikan α = 0,05. Hasil analisis menunjukkan bahwa : (1) ada perbedaan signifikan prestasi belajar pada pembelajaran menggunakan kit multimedia dan media interaktif berbasis komputer (p=0,007<α). (2) ada perbedaan signifikan prestasi belajar siswa motivasi berprestasi tinggi dan rendah (p=0,025<α). (3) ada perbedaan yang signifikan prestasi belajar siswa yang memiliki modalitas belajar visual, auditori dan kinestetik (p<0,001). (4) tidak ada interaksi antara media pembelajaran dengan motivasi berprestasi (p=0,496>α). (5) ada interaksi antara media pembelajaran dengan modalitas belajar (p=0,014<α). (6) ada interaksi antara motivasi berprestasi dengan modalitas beajar (p=0,014<α). (7) tidak ada interaksi antara media pembelajaran, motivasi berprestasi dengan modalitas (p=0,794 >α). Dari hasil penelitian disimpulkan bahwa : (1) prestasi belajar siswa yang menggunakan kit multimedia lebih baik dibandingkan dengan siswa yang menggunakan media interaktif berbasis komputer. (2) motivasi berprestasi siswa berpengaruh terhadap prestasi belajar siswa. (3) modalitas belajar berpengaruh terhadap prestasi belajar siswa. (4) tidak ada interaksi antara media pembelajaran dan motivasi berprestasi (5) Ada interaksi antara media pembelajaran dan modalitas belajar. (6) ada interaksi antara motivasi berprestasi (7) Tidak ada interaksi pengaruh antara media pembelajaran dengan modalitas belajar dan motivasi berprestasi terhadap prestasi belajar siswa. ABSTRACT The aims of the research are to know : (1) Influence of the media to student learning achievement. (2) Influence high and low achievement motivation to student learning achievement. (3) Influence learning modality to student learning achievement. (4) Interaction between motivation and media. (5) Interaction between learning modality and media. (6) Interaction between learning modality and motivation. (7) Interaction among media, modality and student motivation. The research is done SMA Negeri 1 Salatiga in school year 2008 / 2009. Research method used is an experimental method by factorial design 2x2x3. Research population is student of grade XI SMA Negeri 1 Salatiga consist of 4 classes. Sampel research is students of XI IPA-2 class, and XI IPA-6 class as group of experiment I and also students of XI IPA-4 class and XI IPA-5 class as group of experiment II. The data is collected in the form of learning achievement test, enquette of motivation and enquette of learning modality. Instrument of research is in the form of Syllabus, Learning Plan, Computer Based Interactive Media (Learning CD), Spread Sheet ( LKS), Multimedia Kit ( media presentation, demonstration and experiment). Technique analyse is Three-Way Analysis of Variance ( ANAVA ) and the level of significance  = 0.05. Result of analysis indicate that : (1) There is a significant difference between student learning achievement using multimedia kit and computer based interactive media ( the p-value 0,007 < ). (2) There is a significance difference between student learning achievement with high motivation and low motivation ( the p-value 0,025 < ). (3) There is a significant difference among student learning achievement with visual, auditory and kinesthetic learning modality achievement (the p-value < 0,001). (4) There is no interaction between learning media and motivation (the p-value 0,496 > ). (5) There is interaction between learning media and learning modality (the p-value = 0,014 = 0,05 ). (6) There is interaction between motivation and learning modality (the p-value 0,014<). (7) There is no interaction among learning media, motivation and learning modality the p-value 0,794 > ). Based on the analysis, we can conclude that : (1) There is an influence of learning media to student learning achievement. Student learning achievement using multimedia kit is better than using computer based interactive. (2) There is an influence motivation to student learning achievement. Student learning achievement of low motivation is better than high motivation. (3) There is an influence of learning modality. Student learning achievement with visual learning modality is better than student learning achievement with auditory and visual. Student learning achievement with kinesthetic learning modality is better than auditory. (4) There is no interaction between influence of learning media and motivation. (5) There is an interaction between influence of learning media and learning modality. Student learning achievement with visual learning modality and computer based interactive media is better than using multimedia kit. (6) There is an interaction between motivation and learning modality. Student learning achievement with high motivation and kinesthetic learning modality and student learning achievement with low motivation and visual learning modality are better than others (7) There is no interaction among learning media, learning modality and motivation.