@article{Umi Fatonah , Zulfiati Syahrial , Priyono , Jarudin_2020, title={The Effect of Instructional Strategies and Learning Motivation on Learning Outcomes of Sciences}, volume={29}, url={http://sersc.org/journals/index.php/IJAST/article/view/14455}, abstractNote={<p>This study aims to obtain a picture of the effect of guided instructional strategies inquiry and<br>interactive expository strategies (external factors) as well as high and low learning motivation<br>(internal factors) on the learning outcomes of Sciences. This study uses a treatment design on a<br>2x2 treatment by level design consisting of instructional strategies (A) and learning motivation<br>(B). Instructional strategies (A) consist of groups that are treated guided inquiry strategies (A1)<br>as an experimental class, and interactive expository strategies (A2) as a control class. While<br>learning motivation (B) consists of two groups, namely the high learning motivation group (B1)<br>and the low learning motivation group (B2). The design of the treatment in research is the<br>instructional strategy that will be given to students in the learning process in class. Effect of All<br>Independent Variables (Strategy, Motivation and Strategy Interaction with Motivation or<br>"Strategy * Motivation") together on the dependent variable (Science Learning Outcomes).<br>Because Significance (Sig.) .000 <0.05 (α) Significant means that the model is valid, it can be<br>concluded that the variable has an interaction. The results of instructional strategies of learning<br>motivation have a significant effect on learning outcomes of Sciences. The conclusion is that the<br>guided inquiry strategy and learning motivation can improve learning outcomes</p>}, number={10s}, journal={International Journal of Advanced Science and Technology}, author={Umi Fatonah , Zulfiati Syahrial , Priyono , Jarudin}, year={2020}, month={May}, pages={493 - 500} }