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Eduvest � Journal
of Universal Studies Volume 1 Number 8, August 2021 p- ISSN
2775-3735 e-ISSN 2775-3727 |
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IMPLEMENTATION OF ACTIVE, CREATIVE AND FUN LEARNING (PAKEM) AND
MOTIVATION IN IMPROVING STUDENT LEARNING OUTCOMES |
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Imam
Santoso and Winner Saragih STIMA IMMI Jakarta E-mail: santosoimam243@
gmail.com, [email protected] � |
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ARTICLE
INFO������� ABSTRACT |
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Received: July,
24th 2021 Revised: August,
9th 2021 Approved: August,
13th 2021 |
The
purpose of this study was to determine the effect of PAKEM (active, creative
and fun learning) and learning motivation on student learning outcomes in
science subjects at 31 State Junior High Schools in Tangerang
City. This study uses a quantitative approach, descriptive and associative
types. The population in this study was 554 students. The sampling technique
used in this study is the Slovin formula. By using
the slovin formula technique, a sample of 41
students of 31 Tangerang City Junior High School
was taken as respondents in this study. The results of this study indicate
that: 1) the tcount value for X1 (Active, Creative
and Fun Learning)) is 5,831 while the ttable value
for n = 41 is 2,020. So 5,831 > 2,020, Can Key partially affect student
learning outcomes. 2) the t-count value for the X2
variable (Learning Motivation) is 3.399, while the ttable
value for n = 41 is 2,020. So 3.399 > 2.020, the key can be partially that
Learning Motivation has an effect on Student Learning Outcomes. 3) ANOVA test
or Ftest or Fcount
obtained a value of 39.815 which is greater than Ftable
of 2.83 or 39.815 > 2.83 with a significant level of 0.000 because 0.000
<0.05, it can be said that the Pakem variable
(Active, Creative and Fun Learning) (X1) and the variable of Learning
Motivation (X2) together have an effect on the variable of Student Learning
Outcomes (Y). |
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KEYWORDS |
Pakem,
Learning Motivation, Student Learning Outcomes |
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This
work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License |
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INTRODUCTION
Science is a subject that is considered difficult by
most students, from elementary to high school levels, and the quality of
science education in Indonesia, in terms of NEM scores, is still apprehensive (Hastuti
& Budianti, 2014). The higher the
education level, the smaller the average NEM of science or science students
gets. This is of course very concerning, even though many efforts have been
made, both by the government, the private sector and teachers. These efforts
include funds, time, energy, and thoughts that have been devoted to improving
the quality of science education, but have not produced satisfactory results.
�The Active,
Creative, Effective and Fun Learning Model (PAKEM) enables students to do
various activities to develop skills, attitudes and understanding of various
sources and learning aids, including the use of the environment (Fahmi,
2013). Although the expected
activity and creativity of students, but actually teachers are required to be
active and creative (Ma�aruf,
2009).
PAKEM emphasizes the active involvement of students in
the learning process so that students can gain hands-on experience and are
trained to be able to discover the various knowledges
they learn for themselves. Through direct experience students will understand
the concepts they are learning and relate them to other concepts that they have
understood (Ahmadi
& Amri, 2011).
One solution that can make students more active and
creative is to improve the quality of the learning process. According to (Moh
Uzer usman, 2011), the teaching and
learning process is the core of the overall educational process with the
teacher as the main role holder.
PAKEM allows students and teachers to be actively
involved in learning (Khoiriyah,
2019). So far, conventional
learning models are considered only active (monological)
teachers, while students are passive, so learning is considered boring, less
interesting and unpleasant. PAKEM allows both students and teachers to be
creative. Teachers try to be creative in trying various ways to involve all
their students in learning. Meanwhile, students are also required to be
creative in interacting with friends, teachers, and teaching materials with all
the tools.
PAKEM is a learning strategy to develop students'
skills and understanding, with an emphasis on learning by doing. In order to
achieve the learning objectives that have been set in the curriculum, teachers
need a series of learning activities, starting from planning, determining
strategies, selecting learning materials and methods to assessment. In
addition, it is necessary to have motivation both within students and teachers,
so that it can generate student learning which in turn can improve student
achievement (Widhy,
2010).
In the implementation of PAKEM there are several
things that must be considered, namely understanding the nature of the child;
take advantage of children's behavior in organizing learning; develop critical
thinking, creative, and problem solving skills; develop the classroom as an
attractive environment; utilizing the environment as a learning resource;
provide good feedback to improve learning activities; distinguish between
physically active and mentally active (Fatmah,
Jumadi, & Junda, 2018).
The eight things above that teachers must pay
attention to in the process of implementing PAKEM in the classroom. Teachers
must continue to practice developing abilities in carrying out these eight
things. Teachers should not be easily angered, and discouraged, because all
success requires intensive and extractive practice and consistency.
Science learning models in schools that are still far
from established or less innovative can be viewed from the quality of teaching
that is still manual, and this is one aspect of the assessment that requires
changes and then developed with active, effective and fun teaching methods
(grip). This is where the important role of science teachers is to introduce as
well as actors in the effort to introduce learning through teaching that is
easily accepted by students.
Active learning is a learning process in which a
teacher must be able to create an atmosphere in such a way that students
actively ask, question and express their ideas (Nandar
& Indrapraja, n.d.). This student
activity is very important to form a creative generation, which is able to
produce something for the benefit of himself and others. While the learning
process is fun, this is closely related to a pleasant learning atmosphere so
that students can focus their attention fully on their learning. This requires
the creativity of the teacher to be able to liven up the teaching and learning
atmosphere so that it is not boring for the students.
This learning will be achieved by developing the
ability to think critically, creatively with the ability to be able to solve
problems. Developing the classroom as an environment interesting learning,
utilizing the environment as a learning resource for students and providing
good feedback between students and teachers, to be able to improve learning
activities (Nurasiah,
2018). In addition,
teachers are also expected to be able to distinguish between physically active
and mentally active students. Many teachers are satisfied when they see their
student busy working, but sometimes these students are not mentally active, or
are afraid to ask questions and also express their ideas. Therefore, the
teacher should eliminate the cause of fear and try to improve the mentality of
the students in the learning process.
On the other hand, in addition to the importance of
knowledge of standard methods, active also said that the sharpening of
abilities in the field of research (research) in religious education should not
be ruled out. Therefore, information and accurate strategies in managing
research are important as materials for self-development for science teachers
in their efforts to improve student learning outcomes, especially in science
subjects.
In addition, factors that affect learning achievement
is the motivation of students themselves. It is often found that students have
high intelligence but low student achievement, due to their intellectual
abilities not functioning optimally or not. One of the supporting factors so
that students' intellectual abilities can function optimally is the high
motivation to learn in them. According to Tambun in (Ariani,
2014), "motivation is
a psychological condition that encourages someone to do something. In teaching
and learning activities, motivation can be said as the overall driving force in
students that creates, ensures continuity and provides direction for learning
activities, so that it is hoped that the goals can be achieved. Students will
study seriously without being forced, if they have high learning motivation,
they will achieve high achievement as well. The existence of high learning
motivation in students will encourage students to learn on their own and
overcome various learning difficulties.
Learning outcomes are all changes in the cognitive,
affective and psychomotor fields and cause humans to change in attitudes and
behavior (Winkel, in Setiyowati, 2009). Talking about the
quality of education cannot be separated from learning activities. The expected
result of learning activities is good learning achievement. Everyone certainly
craves high learning achievement, both parents, students, and even more so for
teachers. To achieve optimal learning achievement can not
be separated from the conditions where the possibility of students can learn
effectively and can develop the power of exploration.
Getting good learning achievement is not easy, many
factors influence, these factors include teachers, parents and students.
According to (Pandi,
Rosadi, & Jaya, 2021), student factors play
an important role in achieving learning achievement, because students who carry
out learning activities need to have study perseverance, high achievement
motivation, good learning discipline, and participate in the implementation of
learning.
According to (Rini,
2003), "learning
achievement is the mastery of knowledge or skills developed by subjects,
usually indicated by test scores or scores given by the teacher". In
Indonesia, the measuring instrument for evaluating learning achievement is
called a learning outcome test. These two tests are used to measure the level
of success of a teaching program and to find out to what extent students have
utilized their cognitive abilities. The success of the teaching and learning
process is the main thing that is desired in the implementation of education in
schools. The purpose of the learning process is to obtain optimal results
through optimizing the learning process, it is hoped that students can achieve
optimal and satisfying learning achievements. The success or failure of
learning is marked by the learning achievement achieved by a person in a
learning effort. The teaching and learning process must be interactive,
educative and active between the two factors, especially the teacher factor and
the way of teaching or the teacher's competence and the student motivation
factor. Teaching and learning activities of students will give an appreciation
of all attitudes and teaching behavior carried out by a teacher. Each student
has a different perception in looking at the extent to which a teacher has the
ability to teach.
However, in fact according to (Septianto,
2012) "learning
achievement shows that there are still many students who get low learning achievement.
Especially when it is associated with the needs and demands of society. Common
symptoms that occur with learning outcomes that arise are the low quality of
student learning activities such as lack of preparation, the presence of
students who want to achieve the target just passing in schools, there are
students who think that the learning outcomes they get depend on fate and not
effort and hard work. If these problems are left unchecked, the further impact
is that the quality of education and human resources is low, causing the effect
of low learning outcomes obtained by students.
RESEARCH METHODS
This study uses a quantitative approach using
descriptive and associative research types. In this study, the population
studied were 554 students at the 31st State Junior High School in Tangerang City. The sampling technique used in this study
is the Slovin formula. By using the slovin formula technique, a sample of 41 students of 31 Tangerang City Junior High School was taken as respondents
in this study.
RESULTS AND DISCUSSION
A. Data Analysis Results
1. T-test
Table 1
T-test result
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Coefficientsa |
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Model |
Unstandardized Coefficients |
Standardized Coefficients |
t |
Sig. |
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B |
Std. Error |
Beta |
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1 |
(Constant) |
11.585 |
4.806 |
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2.411 |
.021 |
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PAKEM (X1) |
.482 |
.083 |
.602 |
5.831 |
.000 |
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Motivation to learn (X2) |
.395 |
.116 |
.351 |
3.399 |
.002 |
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The tcount value for the
X1 variable (Package (Active, Creative
and Fun Learning)) is 5,831 while the ttable value
for n = 41 is 2,020. So
5,831 > 2020, it can be concluded
that partially the Pakem variable (Active, Creative and Fun Learning) has an effect on Student
Learning Outcomes. Probability value (significance) = 0.000. So the probability is 0.000 under 0.05. Thus, H0 is rejected and Ha accepts, it can be concluded that there is a positive and significant effect between the X1 variable and the Y variable, because the probability value is smaller
than 0.05.
2.
F-test
Table 2 F-test
Result
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ANOVAa |
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Model |
Sum
of Squares |
df |
Mean
Square |
F |
Sig. |
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1 |
Regression |
2589.429 |
2 |
1294.715 |
39.815 |
.000b |
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Residual |
1235.693 |
38 |
32.518 |
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Total |
3825.122 |
40 |
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a.
Dependent Variable: Student Learning Outcomes (Y) |
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b.
Predictors: (Constant), Motivation to learn (X2), PAKEM� (X1) |
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From the results
of the table above, namely the
ANOVA test or Ftest or Fcount, a value
of 39,815 is obtained which is greater
than Ftable of 2.83 or 39,815 > 2.83 with a significant level of 0.000 because 0.000 < 0.05, it can
be said that the Pakem variable (Active, Creative Learning) and Fun) (X1) and the variable of Learning Motivation (X2) together have an
effect on the variable of Student Learning Outcomes (Y).
�
3.
Model Summary
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Table 3 Model Summaryb |
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Model |
R |
R Square |
Adjusted R Square |
Std. Error of the Estimate |
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1 |
.823a |
.677 |
.660 |
5.70248 |
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a. Predictors: (Constant), Motivation to learn (X2),
Pakem (X1) |
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b. Dependent Variable: Student Learning Outcomes (Y) |
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�������������������������������������������������� Source:
Questionnaire Data Compilation, 2019
Based on the
Model Summary table, the R Square
value is 0.677. This shows that 67.7% of Pakem (Active, Creative and Fun Learning) and Learning Motivation simultaneously (together) have an effect
on Student Learning Outcomes, while the remaining
32.3% is influenced by other factors
not examined in this study.
B.
Discussion
1. The
Effect of Standards on Student Learning Outcomes
There is an influence of Pakem
(Active, Creative and Fun Learning) on Student Learning Outcomes,
as evidenced by the tcount value for the X1 variable
(Pakem (Active, Creative and Fun Learning)) of 5,831
while the ttable value for n = 41 is 2,020. So 5,831
> 2020, it can be concluded that partially the Pakem
variable (Active, Creative and Fun Learning) has an effect on Student Learning
Outcomes.
PAKEM is a strategy that allows students to work on a
variety of activities to develop their skills, attitudes, and understanding
with an emphasis on learning by doing. Meanwhile, teachers use various sources
and learning aids, including the use of the environment, so that learning is
more interesting, fun, and effective.
In PAKEM, the principles of competency-based learning
are used. This computer-based learning is learning that is carried out with the
orientation of achieving student competence. In Permendiknas
number 41 of 2007 concerning process standards, it is also mandated that core
learning activities must also be fun, challenging, motivate students to
participate actively, and provide sufficient space for initiative, creativity,
and independence according to their talents, interests, and abilities. physical and psychological development of students. This
learning activity is carried out systematically and systemically through a
process of exploration, elaboration, and confirmation. So, legally,
standard-based learning has become a must in learning at school.
PAKEM is a learning model that is based on 4
principles, namely active, creative, effective and fun. Active means that in
the learning process the teacher must create an atmosphere in such a way that
students actively ask questions, question and express opinions or ideas. The
active role of students is very important in the context of forming a creative
generation that is able to produce something for the benefit of themselves and
others.
In this case, a teacher must be able to take advantage
of the learning modalities that students have, both visual, auditory and
kinesthetic, so that learning can be optimal and students are actively involved
directly in learning. Creative is intended so that teachers create diverse
learning activities, so as to meet various levels of students' abilities. The
word creative can also be interpreted to foster motivation, confidence and
criticalness, so that learning is not monotonous and full of creativity.
Effective means taking advantage of the available time. In the learning process
must be in accordance with the learning planning that has been designed. Fun is
a fun teaching and learning atmosphere. Fun learning can be seen from the
attractive appearance of the teacher, an active learning atmosphere, rich in
learning methods, class design that is not boring, so that students focus their
attention fully on learning time and the time for students' attention to
learning becomes high. An active and pleasant state is not enough if the
learning process is not effective, because learning has a number of learning
objectives that must be achieved. On the other hand, if learning is only active
and fun but not effective, then the learning is like playing ordinary games.
Based on the understandings of learning outcomes above,
it can be concluded that PAKEM is learning that allows students to carry out
various activities to develop skills, attitudes and understanding by
prioritizing learning while working, teachers use various learning resources
and aids including the use of the environment as a learning resource so that
learning is more interesting, fun and effective.
2. The
Effect of Learning Motivation on Student Learning Outcomes
There is an effect of learning motivation on student
learning outcomes, as evidenced by the tcount value
for the X2 variable (Learning Motivation) of 3.399, while the ttable value for n = 41 is 2,020. So 3.399 > 2.020, it
can be concluded that partially the variable of Learning Motivation has an
effect on Student Learning Outcomes.
Motivation is the process that gives enthusiasm,
direction, and persistence to behavior. That is, behavior that has motivation
is behavior that is full of energy, directed, and lasts a long time (Santrock, 2007).
Learning motivation is an encouragement from the learning
process in other words the purpose of learning is to get good results. Many
students have problems in learning as a result the learning outcomes achieved
are low. To overcome this, it is necessary to explore the factors that
influence learning outcomes, especially student learning motivation. Learning
motivation is an absolute requirement for learning. And plays an important role
in providing passion or enthusiasm for learning. Euis
Karwati and Doni Juni Priansa (2015:167) say that
learning motivation is a process that shows the intensity of students in
achieving the direction and goals of the learning process they are
experiencing.
Meanwhile, Eko Putro Widoyoko (2012: 234) says
that motivation is a condition that arises in individuals caused by the interaction
between motives and events observed by individuals, thus encouraging activating
behavior into real action. Motivation is a conscious effort to influence a
person's behavior so that he is moved to act to do something so as to achieve
certain results or goals (Purwanto, 2011).
Motivation is needed by students to implement
strategies that will affect the learning process. Learning motivation makes
students more efficient in managing time and effective in learning. According
to Hamzah B. Uno (2011:23) the nature of learning
motivation is internal and external encouragement for students who are learning
to make changes in behavior, generally with several indicators or supporting
elements.
Motivation comes from the word motive which means an
encouragement that is directed towards psychological and spiritual fulfillment.
According to Mc. Donald (Oemar Hamalik,
2011:106), motivation is a change in energy in a person (personal) which is
characterized by the emergence of feelings and reactions to achieve goals.
Meanwhile, according to Sardiman A. M in learning
activities motivation can be said as the overall driving force in students that
causes learning activities, so that the goals desired by the learning subject
can be achieved.
3. The
Influence of Practice and Motivation to Study Together on Student Learning
Outcomes
There is an influence of Pakem
(Active, Creative and Fun Learning) and Learning Motivation together on Student
Learning Outcomes, as evidenced by the ANOVA or Ftest
or Fcount tests that get a value of 39.815 which is
greater than Ftable of 2.83 or 39.815 > 2.83 with
a significant level of 0.000 because 0.000 <0.05, it can be said that the Pakem variable (Active, Creative and Fun Learning) (X1) and
Learning Motivation variable (X2) jointly affect the Student Learning Outcome
variable (Y). While the value of R Square is 0.677. This shows that 67.7% of Pakem (Active, Creative and Fun Learning) and Learning
Motivation simultaneously (together) affect Student Learning Outcomes, while
the remaining 32.3% is influenced by other factors not examined in this study.
Learning outcomes are the most important part of
learning. Nana Sudjana (2009:3) defines student
learning outcomes in essence as changes in behavior as a result of learning in
a broader sense covering the cognitive, affective, and psychomotor fields.
Learning outcomes show the actual abilities of
students who have experienced the process of transferring knowledge from
someone who can be said to be an adult or has less knowledge (Purwanto, 2010:42). So with the
learning outcomes, people can find out how far students can catch, understand,
have certain subject matter. On that basis, educators can determine better
teaching and learning strategies.
Learning outcomes are the ultimate goal of implementing
learning activities in schools. Learning outcomes can be improved through
conscious efforts that are carried out systematically leading to positive
changes which are then called the learning process. The end of the learning
process is the acquisition of student learning outcomes. Student learning
outcomes in class are collected in the set of class learning outcomes. All of
these learning outcomes are the result of an interaction of act of learning and
act of teaching. From the teacher's side, the act of teaching ends with the
process of evaluating learning outcomes, while from the student's side,
learning outcomes are the end of the cut and the peak of the learning process (Dimyati and Mudjiono, 2013: 3).
CONCLUSION
Based on the results of the analysis and discussion,
the authors conclude that there is an influence of Pakem
(Active, Creative and Fun Learning) on Student Learning Outcomes,
as evidenced by the tcount value for the X1 variable
(Pakem (Active, Creative and Fun Learning)) of 5,831
while the t-table value for n = 41 of 2,020. So 5,831 > 2020, it can be
concluded that partially the Pakem variable (Active,
Creative and Fun Learning) has an effect on Student Learning Outcomes. There is
an effect of learning motivation on student learning outcomes, as evidenced by
the tcount value for the X2 variable (Learning
Motivation) of 3.399, while the ttable value for n =
41 is 2,020. So 3.399 > 2.020, it can be concluded that partially the
variable of Learning Motivation has an effect on Student Learning Outcomes.
There is an influence of Pakem (Active, Creative and
Fun Learning) and Learning Motivation together on Student Learning Outcomes, as
evidenced by the ANOVA or Ftest or Fcount tests that get a value of 39.815 which is greater
than Ftable of 2.83 or 39.815 > 2.83 with a
significant level of 0.000 because 0.000 <0.05, it can be said that the Pakem variable (Active, Creative and Fun Learning) (X1) and
Learning Motivation variable (X2) jointly affect the Student Learning Outcome
variable (Y). While the value of R Square is 0.677. This shows that 67.7% of Pakem (Active, Creative and Fun Learning) and Learning
Motivation simultaneously (together) affect Student Learning Outcomes, while
the remaining 32.3% is influenced by other factors not examined in this study.
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