IMPROVING STUDENTS’ ECONOMICS LEARNING MOTIVATION, ACTIVENESS, AND ACHIEVEMENT AT GRADE XI MIPA3 OF STELLA DUCE 1 YOGYAKARTA SENIOR HIGH SCHOOL THROUGH PERSONAL INTERACTION METHOD IN 2016/ 2017 SCHOOL YEAR.
Lusia Gunawati Sintadewi*, Sukadari** * SMA Stella Duce I, PGRI ** PGRI University of Yogyakarta. . firstname.lastname@example.org
ABSTRACT This research aimed to identify the improvement of students’: (1) learning motivation through Personal Interaction Method (PIM), (2) learning activeness through PIM, and (3) learning achievement through PIM. This was an observative Classroom Action Research using quantitative method with grade XI MIPA3 (majoring Natural Sciences) female students at SMA Stella Duce 1 Yogyakarta as subjects. This research was designed in 2 (two) cycles with two meetings at each; hence, there were 4 meetings. The individual meeting had action steps: planning, actuating, and reflecting. This research involved a collabolator as the researcher’s coworker. Data were gathered through the use of class observation, questionnaire, documentation, and test. Data on learning motivation were collected through the use of questionnaires, and analyzed to compare students’ learning motivation in the individual cycle. Data on students’ activeness were gathered through questionnaires and class observation and analyzed to compare their activeness. Data on learning achievement were collected through test and analyzed to compare test result in each cycle. Results have showed that PIM improve students’ learning motivation, and learning achievement. This was indicated by the improvement of: (1) learning motivation, i.e. 64.7% as low category at pre-cycle, improved to be 85.29% as moderate category, and 88.24% as moderate category, after actions at cycles I and II, respectively; (2) students’ activeness, i.e. based on questionnaire results, 73.53% as low category at pre-cycle, improved to be 88.24% as moderate category, and 97.06% as moderate category, after actions at cycles I and II, respectively, and (3) students’ learning achievement, i.e. 52.9% of those achieved KKM (Minimum Learning Mastery Criteria) at pre-cycle, improved to be 61.76%, and 91.18% those achieved KKM at cycles I and II, respectively.
Key Words: personal interaction method, learning motivation, and learning achievement .
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