The Effects of Numbered Heads Together-Assurance Relevance Interest Assessment Satisfaction on Students’ Motivation

Abstract

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...

Students’ Perception on Individual Learning versus Cooperative Learning Using Numbered Heads Together (NHT) Method in English Classroom

“…This participation in the classroom is mainly affected by motivation. Chiang & Lee (2016) state that student's learning motivation can be stimulated by learning model (as cited in Mustami & Safitri (2018)). Lestari (2019) and Anggareni & Wulanjani (2017) point out that the use of technology takes an important role in teaching and learning process on this era of 21st century of learning.…”

“…Cooperative learning is a group of students' relationship that requires individual accountability, positive interdependence, interpersonal, face-to-face promotive interaction, skills, and processing which called the five basic elements of cooperative learning (Wang, 2020). According to Mustami & Safitri (2018), cooperative learning model is one of learning models that has been developed and confirmed to improve students' performance due to its design to facilitate students' cooperation and dependence on each other in completing a task or purpose.…”

“…According to Mustami & Safitri (2018), cooperative learning is designed to facilitate student collaboration and interdependence in accomplishing tasks or goals.…”

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“…Indikator kemampuan kerja sama dapat dilihat dari 5 hal penting, yaitu: menjawab dan saling membantu. (Mustami, Khalifah, & Safitri, 2018) Melalui pembelajaran kooperatif tipe STAD ditemukan adanya peningkatan pada kemampuan kerja sama dan hasil belajar siswa sehingga STAD dapat dijadikan sebagai salah satu pilihan pembelajaran yang menekankan pada kegiatan kelompok sehingga dapat meningkatkan kerja sama siswa. Dengan demikian dapat disimpulkan bahwa terdapat berbagai macam upaya untuk meningkatkan kemampuan kerja sama siswa di mana karakteristik dari siswa serta masalah yang terjadi pada tiap tempat juga menjadi faktor pendukung dalam menentukan jenis upaya yang akan diberikan.…”

The Improvement of Learning Motivation and Creative Thinking Skills of Senior High School Students Through Modified Problem Based Learning Model

“…The research results by Darmawati (2013) showed that learning motivation had a significant effect on the learning achievement of senior high school students in Tuban. Mustami and Safitri (2018) stated that learning motivation playing the main important role in determining student learning result because motivation is the key process to predict intensity, pathway, and effort to achieve students` objectives.…”