The Effect of the Experiential Learning Model on Students' Learning Motivation in History

Pengaruh Model Pembelajaran Experiential Learning Terhadap Motivasi Belajar Siswa Pada Mata Pelajaran Sejarah

Abstract

This study was motivated by the low learning motivation of students, stemming from boredom with previously used instructional models; consequently, there was a need for a model capable of boosting motivation, such as the experiential learning model. The research problem addressed whether the experiential learning model influenced the history learning motivation of Phase E students at SMA Negeri 1 Solok Selatan. A quantitative quasi-experimental research design was employed, utilizing both control and experimental classes. The study population consisted of all 370 Phase E students at SMA Negeri 1 Solok Selatan, with Class X Phase E.10 serving as the control group and Class X Phase E.11 as the experimental group. Data collection instruments included questionnaires and documentation. Data analysis encompassed descriptive statistics, normality tests, homogeneity tests, N-Gain tests, and hypothesis testing (t-test). Normality test results indicated that all data were normally distributed (significance value > 0.05), and homogeneity test results showed the data to be homogeneous (significance value > 0.05). Hypothesis testing using the Paired Sample Test yielded a significance value (sig. 2-tailed) of 0.000 (< 0.05), meaning the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected. Thus, it can be concluded that the experiential learning model applied in the experimental class had a positive impact by increasing students' motivation to learn history. This conclusion is further supported by the N-Gain test results, where the experimental class's average score (0.35878) was higher than that of the control class, indicating a moderate level of improvement in student learning motivation within the experimental group.