Differences in Junior High School Students' Motivation to Learn Science in Guided Inquiry and Conventional Learning: Analysis Based on the ARCS Model
DOI:
https://doi.org/10.72204/t8vy7498Keywords:
guided inquiry learning, learning motivation, ARCS model, science education, substances and their changes, junior high school, quasi-experimentalAbstract
The purpose of this study is to determine whether there are
differences in the motivation for learning science between
students that are taught using the guided inquiry method
and students that are taught using the conventional
method, particularly in the subject of Substances and Their
Changes. Learning motivation was observed using the
ARCS framework, which examines four aspects: Attention,
Relevance, Confidence, and Satisfaction. A total of 24
students were placed in the experimental group that
applied guided inquiry learning, while the other 24
students were placed in the control group that was taught
using conventional methods. The results show that the
experimental group's motivation to learn was significantly
higher than the learning group's. All aspects of ARCS also
showed significant differences. The aspect of satisfaction
showed the greatest improvement, followed by
confidence, relevance, and attention. It can be concluded
that the application of guided inquiry has been proven to
increase motivation in learning science, especially in
fostering student satisfaction and confidence.
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