Pengaruh Model ARCS dan Motivasi Belajar terhadap Keterampilan Menulis Teks Pidato Persuasif (The Effect of the ARCS Model and Learning Motivation on Persuasive Speech Text Writing Skills)

Abstract

This study aims to (1) explain the effect of the ARCS and conventional learning models on writing skills; (2) explain the effect of the ARCS model Attention, Relevance, Confidence, Satisfaction) on writing skills for students who are highly motivated to learn; (3) explain the effect of the ARCS model on writing skills for students with low learning motivation; and (4) explain the interaction between the ARCS learning model with learning motivation towards writing skills. This type of research is a quasi-experiment. Sampling was done by purposive sampling technique. The research samples are class IXB and IXE. The research findings showed (1) the persuasive speech text writing skills of students taught by the ARCS model were higher than students taught by the conventional model for both students with high learning motivation and low learning motivation; and (2) there is an interaction between the ARCS model and learning motivation in influencing persuasive speech text writing skills.

Pengaruh Model RADEC (Read, Answer, Discuss, Explain, Create) dan Motivasi Belajar Terhadap Keterampilan Menulis Teks Eksposisi Siswa

“…Dengan demikian, penggunaan model RADEC pada kelas uji coba (eksperimen) lebih unggul dalam rangka mengimbangi inspirasi belajar murid (dorongan belajar tinggi), sehingga menghasilkan kemahiran menyusun teks eksposisi lebih baik dibandingkan murid yang mempunyai inspirasi belajar tinggi yang ditunjukkan dengan melibatkan model konvensional pada kelas kontrol. Menurut Amna & Wahyuni (2022); Ikhlasani et al (2023); Prayoga et al (2018) dorongan belajar murid yang tinggi memengaruhi kemampuan mereka dalam belajar dan hasil belajar juga menunjukkan nilai yang bagus dan lebih baik daripada murid yang memiliki dorongan belajar rendah.…”