Problem-based learning (PBL), teaching games for understanding (TGfU) learning models, on learning outcomes reviewed from, and students' learning motivation

Abstract

Background and Study Aim. Learning in the 21st century requires students to have several higher-order thinking skills, one of which is critical thinking skills. The research aims to determine: (1) The difference in the effect of the Problem Based Learning (PBL) and Teaching Games for Understanding (TGfU) learning models on learning outcomes. (2) The difference in influence between students with high and low learning motivation on learning outcomes. (3) The interaction between learning models (PBL and TGfU) with learning motivation (high and low) on learning outcomes. Materials and Methods. The population is class VIII students from two Junior highs totaling 80 students. This type of research is an experiment with a 2 × 2 factorial design. The instruments used are questionnaires, cognitive tests, and psychomotor tests. Data analysis used two-way ANOVA. Results. (1) The TGfU learning model is better than the PBL learning model (p-value of 0,001, difference = 5.2). (2) Students with high learning motivation do better than those with low learning motivation (p-value of 0.000, difference = 11.87). (3) The TGfU learning model is more effective for students with high learning motivation and the PBL learning model is more effective for students with low learning motivation (p-value of 0.000). Conclusions. The TgfU learning model is a model that is more effectively used for students who have high learning motivation and the PBL learning model is more effectively used for students who have low learning motivation.