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Journal : Jurnal Pijar MIPA

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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 Anggrini, Rindy Puspita; Andini, Lusia; Yahya, Gita Salsabilla Nurma; Lestari, Neneng; Susanti, Nova
Jurnal Pijar Mipa Vol. 20 No. 8 (2025): Special Issue
Publisher : Department of Mathematics and Science Education, Faculty of Teacher Training and Education, University of Mataram. Jurnal Pijar MIPA colaborates with Perkumpulan Pendidik IPA Indonesia Wilayah Nusa Tenggara Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpm.v20i8.10498

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.
Co-Authors - Afrizal -, Astalini -, Maison Abda Abda Adawiyah, Rabiah Al Al Iftitah, Ismatull Izza Alrizal, Alrizal Amroh Andini, Lusia Andirantony, Andirantony Anggrini, Rindy Puspita Anzani, Ali Via Aprian, Ulfa Zuhroh Twenty Asmara, Popi Astalini Astalini Athanasius Cipta, Athanasius Aulia Sanova Azfin Gustria Bachtiar Bachtiar Bambang Wiyono, Bambang Bastianon, Bastianon Carlie, Jhon Dani, Rahma Darmaji , Darmaji Debora, Vira Defruzer, Defruzer Desi Fitria Dewi Iriani Dhari, Putri Wulan Erlida Amnie Fajarwati, Retno Febri Berthalita Pujaningsih Feehily, Nick Firdausyi, Annisa Nur Gunawan Gunawan Haerul Pathoni, Haerul Hamidah . Hendra, Robi Hendri, Menza Imroatul Mufidah, Imroatul islahudin, Ahmad noor Islami, Azizah Putri Jessika, Jessika Joneska, Alesrin Julinda, Julinda karunia, Erick Khairiyah, Julita Khan, Zafar Kusnadi, Ryo Kusrina, Tity Lestari, Neneng Lidiman Sinaga Lidiman SM Sinaga Lisani, Lisani Liza Husnita Lutvia, Lutvia M. Hidayat Marcella, Zheka Masniari, Deborah Mia Aina Muhammad Joni Muntoha Nasukha Muswita Muswita Nehru , Nehru Nila Anggreiny, Nila Noormawanti, Noormawanti Pasaribu, Dewi Sasmita Pratama, Panduma Putra Pulsande, Ana Sari Purwanto, Agus Eko Putra, Adi Nugraha Rizkika, Rizkika Salahuddin Salahuddin Sandari, Tiara Setia, Meina Oza Siti Syuhada Sofyan Sofyan Susanto Susanto Suseno, Rahayu Syahran, Syahran Syahriyanti, Mita Syaiful . Tisnawati, Nina Wahyono, Dhoni Presti Wajnah, Wajnah Wawan Kurniawan Yahya, Gita Salsabilla Nurma Yani Br Sembiring, May Yulfita Farni Zafri Zafri