PENGARUH METODE PEMBELAJARAN DAN MOTIVASI BELAJAR TERHADAP PRESTASI BELAJAR ASUHAN KEBIDANAN HAMIL PADA MAHASISWA PRODI D-III KEBIDANAN STIKES KUSUMA HUSADA SURAKARTA - Anis Nurhidayati (Universitas Kusuma Husada Surakarta, 2012)
ABSTRAK Penelitian ini bertujuan untuk mengetahui perbedaan pengaruh metode pembelajaran role play dan diskusi terhadap prestasi belajar Askeb Hamil, perbedaan pengaruh motivasi belajar mahasiswa tinggi dan motivasi belajar mahasiswa rendah terhadap prestasi belajar Askeb Hamil dan interaksi pengaruh metode pembelajaran dan motivasi belajar terhadap prestasi belajar Askeb Hamil. Penelitian ini menggunakan metode eksperimen semu dengan desain Faktorial 2X2. Lokasi penelitian di Prodi DIII Kebidanan Kusuma Husada Surakarta. Waktu penelitian pada bulan Juni 2010. Populasi penelitian adalah seluruh mahasiswa tingkat I semester 2 dengan jumlah 118 mahasiswa. Teknik pengambilan sampel dengan menggunakan exhaustive sampling, 59 mahasiswa sebagai kelompok eksperimen dengan penerapan metode role play dan 59 mahasiswa sebagai kelompok kontrol dengan penerapan metode diskusi. Teknik pengumpulan data dengan menggunakan metode angket untuk instrumen Motivasi Belajar dan metode tes untuk prestasi belajar Askeb Hamil. Teknik analisis data menggunakan analisis variansi dua jalan dengan uji prasyarat analisis yaitu uji normalitas dan uji homogenitas varians. Hasil penelitian ini adalah terdapat perbedaan pengaruh yang signifikan penggunaan metode role play dan metode diskusi terhadap prestasi belajar Askeb hamil (Fhitung = 20,318 dengan nilai signifikansi = 0,000), terdapat perbedaan pengaruh yang signifikan antara siswa yang memiliki motivasi belajar tinggi dengan siswa yang memiliki motivasi belajar rendah terhadap prestasi belajar Askeb hamil (Fhitung = 150,448 dengan nilai signifikansi = 0,000), tidak terdapat interaksi pengaruh yang signifikan antara penggunaan metode pembelajaran dan motivasi belajar terhadap prestasi belajar askeb hamil (Fhitung = 0,449 dengan nilai Signifikansi = 0,504). ABSTRACT This research aims to find out the difference of role play and discussion learning method effect on the Pregnancy Midwifery Care learning achievement, the difference of students with high and low motivation effect on the Pregnancy Midwifery Care learning achievement and the interaction between learning method and learning motivation on the Pregnancy Midwifery Care learning achievement. This study employed a quasi-experimental method with 2x2 factorial design. The research was taken place in DIII Midwifery Program Study of Kusuma Husada Surakarta. The research was conducted during June 2010. The population was all of students in the first level of semester 2 as many as 118 students. The sampling technique used was the exhaustive sampling obtaining 59 students as the experiment group using role play method and 59 students as the control group using discussion method. Technique of collecting data used was questionnaire method for learning motivation instrument and test method for Pregnancy Midwifery Care learning achievement. Technique of analyzing data used was a two-way variance analysis with analysis prerequisite test: variance normality and homogeneity tests. Considering the result of research, it can be concluded that there is significant difference of the use of role play and discussion method effects on the Pregnancy Midwifery Care learning achievement (Fstatistic = 20.318, with the significance value = 0.000), there is significant difference of the effect of students with high learning motivation and the one with low learning motivation on the Pregnancy Midwifery Care learning achievement (Fstatistic = 150.448, with the significance value = 0.000), there is no significant interaction of the effect of the learning method use and the learning motivation on the (Fstatistic = 0.449, with the significance value = 0.504). Based on the results of research can be concluded that the academic achievement Askeb pregnant with the application of the method role play better when compared with applications of the discussion, students who have the motivation to learn tinggi obtain better learning performance when compared with students who have low learning motivation, there is no The interaction effect of the use of methods of learning and motivation towards academic achievement.