The Effect of Instructional Strategies and Learning Motivation on Learning Outcomes of Sciences

Abstract

This study aims to obtain a picture of the effect of guided instructional strategies inquiry and
interactive expository strategies (external factors) as well as high and low learning motivation
(internal factors) on the learning outcomes of Sciences. This study uses a treatment design on a
2x2 treatment by level design consisting of instructional strategies (A) and learning motivation
(B). Instructional strategies (A) consist of groups that are treated guided inquiry strategies (A1)
as an experimental class, and interactive expository strategies (A2) as a control class. While
learning motivation (B) consists of two groups, namely the high learning motivation group (B1)
and the low learning motivation group (B2). The design of the treatment in research is the
instructional strategy that will be given to students in the learning process in class. Effect of All
Independent Variables (Strategy, Motivation and Strategy Interaction with Motivation or
"Strategy * Motivation") together on the dependent variable (Science Learning Outcomes).
Because Significance (Sig.) .000 <0.05 (α) Significant means that the model is valid, it can be
concluded that the variable has an interaction. The results of instructional strategies of learning
motivation have a significant effect on learning outcomes of Sciences. The conclusion is that the
guided inquiry strategy and learning motivation can improve learning outcomes