Abstract:
Learning which is dominated by discourse method cause active role and student’s
studying motivation in learning are very low and the effect on student learning
outcomes. This research aims to know : (1) The differences of physics learning
achievement among students that follow Problem Based Intruction (PBI’s model)
with students that follow conventional learning. (2) The differences of physics
learning achievement among students that have high physics learning motivation with
students that have low physics learning motivation. (3) Interaction between learning
model and physics learning motivation towards physics learning achievement.
Research population is 96 students of class XI science of senior high school 01 Tanah
Merah. There are 64 students are chosen as research sample those are divided
becomes two PBI and conventional class. Research form that is used in this research
is an instrument method with 2 x 2 factorial design. Data collection instrument is a
test of learning cognitive achievement and questionnaire motivates to learn physics.
The results of analysis points out that: (1) There was a different of physics learning
achievement of students that follow PBI model with students that follow conventional
learning with F = 5.918 and significant’s number 0.018 (sig <0.05). (2) there was a
different physics learning achievement of students that have high physics learning
motivation with students that have low physics learning motivation with F = 19.472
and significant’s number 0.000 (sig <0.05). (3) There was no interaction between
learning model and learning motivation towards physics learning achievement with F
= 0.127 and significant’s number 0.723 (sig> 0.05), 95% confidence level
