Pengaruh Problem-Based Learning terhadap Motivasi Belajar Siswa dalam Pembelajaran Pendidikan Jasmani di Sekolah Dasar
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Penelitian ini bertujuan untuk menganalisis pengaruh Problem-Based Learning (PBL) terhadap motivasi belajar siswa dalam pembelajaran Pendidikan Jasmani di SDN 2 Jembatan Gantung, Kecamatan Lembar, Kabupaten Lombok Barat. Penelitian ini dilatarbelakangi oleh rendahnya motivasi belajar siswa yang ditunjukkan melalui kurangnya minat, perhatian, keaktifan, dan kepercayaan diri siswa dalam mengikuti pembelajaran PJOK yang masih cenderung konvensional. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain nonequivalent control group design. Sampel penelitian berjumlah 60 siswa kelas IV dan V yang dibagi ke dalam kelompok eksperimen dan kelompok kontrol. Data dikumpulkan menggunakan angket motivasi belajar yang mencakup indikator minat dan perhatian, ketekunan dan keuletan, kepercayaan diri, kesadaran belajar, serta lingkungan belajar dan dukungan guru. Data dianalisis menggunakan statistik deskriptif, uji normalitas, uji homogenitas, dan uji t dengan bantuan SPSS. Hasil penelitian menunjukkan bahwa seluruh data berdistribusi normal dan homogen. Uji hipotesis menunjukkan nilai signifikansi sebesar 0,000 < 0,05, yang berarti terdapat pengaruh positif dan signifikan penerapan PBL terhadap motivasi belajar siswa. Peningkatan motivasi belajar tampak pada seluruh indikator, terutama pada aspek minat dan perhatian serta kepercayaan diri. Temuan ini menunjukkan bahwa PBL dapat menjadi alternatif model pembelajaran yang efektif untuk meningkatkan motivasi belajar siswa dalam pembelajaran Pendidikan Jasmani di sekolah dasar.
The Effect of Problem-Based Learning on Students’ Learning Motivation in Elementary School Physical Education
Abstract
This study aimed to analyze the effect of Problem-Based Learning (PBL) on students’ learning motivation in Physical Education at SDN 2 Jembatan Gantung, Lembar District, West Lombok Regency. The study was motivated by the low level of students’ learning motivation, as reflected in limited interest, attention, participation, and self-confidence during Physical Education classes that were still predominantly conducted using conventional teaching approaches. This research employed a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The sample consisted of 60 fourth- and fifth-grade students divided into an experimental group and a control group. Data were collected using a learning motivation questionnaire covering the indicators of interest and attention, persistence and perseverance, self-confidence, learning awareness, and learning environment and teacher support. The data were analyzed using descriptive statistics, normality tests, homogeneity tests, and t-tests with the assistance of SPSS. The results showed that all data were normally distributed and homogeneous. Hypothesis testing yielded a significance value of 0.000 < 0.05, indicating that the implementation of PBL had a positive and significant effect on students’ learning motivation. The improvement was evident across all motivation indicators, particularly in interest and attention as well as self-confidence. These findings indicate that PBL can serve as an effective alternative instructional model for enhancing students’ learning motivation in elementary school Physical Education.
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