Pengaruh Metode Pembelajaran Problem Based Learning yang Diperkaya dengan ARCS Motivational Model terhadap Kualitas Manajemen Kelas dan Motivasi Belajar Siswa secara Online pada Mata Pelajaran Pemrograman Dasar di Sekolah Menengah Kejuruan - Majid, Allisa; Herlambang, Admaja Dwi; Amalia, Faizatul (Fakultas Ilmu Komputer, Universitas Brawijaya, 2022)
Kebijakan pelaksanaan pembelajaran di masa pandemi Covid-19 melahirkan beberapa permasalahan. Pemilihan metode dan pemberian motivasi pada kegiatan belajar mengajar di masa peralihan darurat atau pembelajaran daring, perlu diperhatikan oleh guru agar mencapai tujuan pembelajaran. Penelitian ini menerapkan metode Problem Based Learning yang dipadukan dengan ARCS Motivational Model untuk mengetahui kualitas manajemen kelas dan motivasi belajar pada mata pelajaran Pemrograman Dasar di SMK National Media Center Malang. Pelaksanaan penelitian, yaitu eksperimen jenis post-test control group dengan memberikan perlakuan berbeda terhadap kelas kontrol dan kelas eksperimen. Kemudian dilakukan penyebaran kuesioner berskala Likert yang hasilnya dihitung menggunakan indeks persentase (%), uji normalitas data menggunakan Kolmogorov Smirnov, dan uji hipotesis menggunakan uji t-bebas. Hasil penelitian ini menemukan bahwa penerapan metode Problem Based Learning dan ARCS Motivational Model berpengaruh terhadap kualitas manajemen kelas dan motivasi belajar siswa. Temuan unik dari penelitian ini adalah selisih kualitas manajemen kelas mencapai 6,00% (68,00% di kelas kontrol dan 62,00% di kelas eksperimen) dan selisih motivasi belajar mencapai 4,00% (68,00% di kelas kontrol dan 64,00% di kelas eksperimen). Abstract The policy of implementeting learning during the Covid-19 pandemic gave birth to several problems. The selection of methods and providing motivation for teaching and learning activities during the emergency transition or online learning needs to be considered by teachers in order to achieve learning objectives. This study applies the Problem Based Learning method combined with the ARCS Motivational Model to determine the quality of classroom management and learning motivation in Basic Programming subjects at SMK National Media Center Malang. The implementation of the research, namely the experimental type of post-test control group by giving different treatment to the control class and the experimental class. Then, a Likert-scaled questionnaire was distributed, the results of which were calculated using the percentage index (%), normality test of the data using Kolmogorov Smirnov, and hypothesis testing using the independent t-test. The results of this study found that the application of the Problem Based Learning method and the ARCS Motivational Model had an effect on the quality of classroom management and student learning motivation. The unique finding of this study is the difference in the quality of classroom management reaches 6.00% (68.00% in the control class and 62.00% in the experimental class) and the difference in learning motivation reaches 4.00% (68.00% in the control class and 64.00% in the experimental class).