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The purpose of this study was to investigate the effects of the Assurance Relevance Interest Assessment Satisfaction (ARIAS) strategies set with Numbered Heads Together (NHT) on students' learning motivation. This quasi experimental study employed a pretest-post test nonequivalent control group design. The population of the research was all the eleventh graders who were enrolled in the science classes of public senior high schools (SMA) in Makassar, Indonesia. There were 21 schools in total. Random sampling technique was used to select 78 participants who were divided into two groups of treatment: 39 students for each treatment. Research instruments were developed based on the Attention, Relevance, Confident, Satisfaction (ARCS) model. Data on students' learning motivation was collected using a questionnaire that was distributed before and after learning. Research data was analyzed using a descriptive statistic and the analysis of covariate (ANCOVA) statistic. The results of the research suggest that learning strategies have an effect on students' motivation. Compared to ARIAS direct learning model, NHT-ARIAS is more potential to improve students' motivation.Keywords: motivation, ARCS, ARIAS, NHT, learning model, assessment, students INTRODUCTIONBiology learning in senior high school (SMA) emphasizes on promoting students' process skills. Therefore, it requires students to get actively engaged in learning. An appropriate learning strategy or learning model could help students improve their motivation in understanding materials and as a result increase their achievement. An important reason why students need to improve their motivation is that because motivation brings a significant impact on learning (Rusillo & Arias, 2004). It is believed that learning could be more meaningful if students are more motivated (Holt, 2010). 124The Effects of Numbered Heads Together-Assurance Relevance … International Journal of Instruction, July 2018 • Vol.11, No.3 Learning motivation plays a major role in determining students' learning outcomes and achievement. Motivation is a process of predicting intensity, direction, and efforts to achieve the goals. According to Tosi, Mero dan Rizzo (2000), motivation has a psychological significance which refers to an individual's internal mental state related to initiation, guidance, persistence, and behavior. Besides, motivation also contains a managerial implications which is associated with an individual's managerial activity to encourage someone to pursue particular objectives. Students' learning motivation can be stimulated by a learning model (Chiang & Lee, 2016). Cooperative learning model has been developed and confirmed as one learning model that can improve students' performance. Cooperative learning is designed to facilitate students' cooperation and dependence on each other in completing a task or purpose. Cooperative learning is aimed to provide students with knowledge, concepts, skills, and understanding (Slavin, 2009). Sadker and Sadker (2005) add that cooperative learni...

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Developing engineering students whose ability to work and make a real contribution to the development of technology can be done not only after they have graduated from college but also when they are still in college. One of the strategies is by implementing project-based learning with the project based on the potential of the student's region. This study aims to reveal students’ perceptions of learning and soft skills acquisition toward the implementation of the strategy to answer whether the project is effective to implement. This study was conducted on fifty-one Indonesian college students who took Mechanical Drawing course. It belongs to a one-shot case study with mixed-method approach. The result shows that the project based on the potential of the student’s region is effective to raise their perception of motivation, interest, real-world, very beneficial, learning more lecture and enjoyable so that they learn more actively and provide more time to study. It also develops students’ soft skills, including teamwork, project management, communication, and interpersonal skills. The results may have pedagogical implications in improving learning quality in Mechanical Drawing course by enriching project references used in implementing project-based learning. Furthermore, the project given can be a solution in developing the potential of the students’ regions.

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The results of the previous study showed that theimplementation of the project which is based on the potential of the students’ region was better in improving soft skills, engagement and core competencies of learning for students. This study aims to continue the investigation on revealing the effectiveness of the model in improving the students’ 4Cs skills. It is driven by educational needs in this 21st century which requires vocational students to have those skills to adapt to the complexities of the real industry. This study was conducted by using a quasi-experimental method. The potential of the students’ region-based project was implemented to an experimental group; meanwhile, the free theme-based project was administered to a control group. Upon completion of the assessment, each student's 4Cs skill in the experimental group had higher scores than those of the control group. Overall, after being analysed by using ANCOVA, there were significant differences found between the 4Cs skills scores of the experimental group and those of the control group. Therefore, it can be concluded that the project which is based on the potential of the students’ region is more effective in improving the 4Cs skills of vocational students in higher education than the free theme based-project is. The syntaxes of the project based on the potential of students’ region explained here can be a reference for teachers and lecturers in implementing it. In addition, as it is being developed, it can also inspire and be a reference for other researches focusing their study in the learning quality development at vocational education.