PENGARUH MODEL PROBLEM BASED LEARNING (PBL) TERHADAP MOTIVASI BELAJAR SISWA PADA PEMBELAJARAN IPS

Abstract

Learning motivation is a critical determinant of success in Social Studies (IPS) instruction, yet classroom observations reveal that most students remain at a moderate motivation level due to conventional teaching practices that rarely engage them with contextual, real-world problems. This study examines the effect of a Problem Based Learning (PBL) model grounded in contextual social issues on students' learning motivation in IPS. A quantitative pre-experimental approach with a One Group Pretest-Posttest design was employed. Participants were 28 eighth-grade students (Class VIII-C) at SMP Negeri 13 Kota Malang, selected through purposive sampling based on the lowest reported motivation levels among the eight parallel classes. Learning motivation was measured using a validated and reliable 25-item Likert-scale questionnaire (α = 0.891) and analyzed through a Shapiro-Wilk normality test followed by a paired-samples t-test. Results revealed a substantial increase in mean motivation scores, from 63.32 before the intervention to 80.89 afterward, with the paired t-test yielding t = 19.026 (t-table = 2.052) at a significance level of 0.000. These findings confirm that PBL grounded in contextual social problems significantly enhances students' learning motivation in IPS. The study underscores the value of problem-based, context-driven instruction as an alternative strategy for IPS teachers seeking to strengthen student engagement, and it points to the need for further quasi-experimental research incorporating control groups to reinforce the causal claims made here.