PENERAPAN MODEL ARCS (ATTENTION, RELEVANCE, CONFIDENCE, SATISFACTION) BERBANTUAN PREZI TERHADAP KEMAMPUAN BERPIKIR REFLEKTIF SISWA DITINJAU DARI GENDER

Abstract

This study aims to examine the effect of implementing the Attention, Relevance,
Confidence, and Satisfaction (ARCS) learning model assisted by the Prezi
application on students’ reflective thinking ability in terms of gender. This research
employed a quantitative approach with a quasi-experimental design involving two
classes at the senior high school level. One class received instruction using the
ARCS learning model assisted by Prezi, while the other class was taught using the
Discovery Learning model. Data on students’ reflective thinking ability were
collected through an essay test that met the criteria of validity and reliability. The
data were analyzed using a two-way ANOVA. The results indicated that students
who participated in learning through the ARCS model assisted by Prezi
demonstrated better reflective thinking ability than those who learned through
Discovery Learning. In addition, there were differences in students’ reflective
thinking ability based on gender, as well as an interaction between the learning
model and gender on students’ reflective thinking ability. These findings indicate that
the effectiveness of learning is influenced by both the learning model and students’
characteristics. Therefore, the ARCS learning model assisted by Prezi contributes
positively to improving students’ reflective thinking ability and can be considered an
alternative approach in mathematics learning to foster higher-order thinking skills.