DEVELOPMENT OF NON-COGNITIVE INSTRUMENT FOR STUDENT MOTIVATION IN WORK-ENERGY USING PBL MODEL
PENGEMBANGAN INSTRUMEN NON-TES UNTUK MENGUKUR MOTIVASI BELAJAR SISWA PADA MATERI USAHA DAN ENERGI DENGAN MODEL PBL
DOI:
https://doi.org/10.59052/edufisika.v11i1.53025Keywords:
Work and Energy, Motivation to Learn, Non-Test InstrumentsAbstract
This study aimed to develop a non-standardized, context-appropriate instrument to measure student motivation to learn about work and energy within a problem-based learning (PBL) framework. The development of this instrument addresses the lack of valid and reliable tools for physics learning by providing a means of assessing motivation in active, problem-solving classrooms. A research and development (R&D) approach was employed, and the construct validity of the instrument was examined using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The study included 150 students who had previously participated in PBL-based physics learning. The results showed that the instrument demonstrated high reliability (Cronbach's alpha = 0.95) and was suitable for factor analysis (KMO = 0.83, Bartlett's test = 0.000). Exploratory factor analysis (EFA) revealed two main factors explaining 53% of the total variance, and confirmatory factor analysis (CFA) validated a two-factor model with moderate fit (CFI = 0.797; TLI = 0.772; RMSEA = 0.129; SRMR = 0.074). These results demonstrate the feasibility and effectiveness of the instrument for measuring student motivation in problem-based physics learning. Its originality lies in its contextual design, which allows for the capture of motivation related to physical content, problem-solving, and collaboration, unlike general motivation scales. This study offers an empirically validated tool for more precise assessment, the improvement of teaching practices, and future research, although further refinements are still needed.
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