The Effect of Connecting, Organizing, Reflecting, and Extending (CORE) Learning Model on Students’ Learning Motivation

Nurasiah Nurasiah, Abdul Azis, Sharfina Nur Amalina

Abstract


This research is motivated by the lack of student motivation in studying history subjects at SMA N 1 Banda Aceh. The objective of this study is to investigate the effect of using CORE learning model toward the students’ motivation in learning historical subject. This study employed quantitative method in nature. Pre-Experimental was employed with one group pre-and posttests design. The population in this study was all students of class XI which consisted of 5 classes. Twenty students of class XI IPS 1 from that population were selected using purposive sampling technique as the sample of this study. The documentation and a set of questionnaire were used as the instruments to collect the data of this study. Simple linear regression was used to analyze the data collected. The results showed that the application of the learning model has been successfully implemented in historical subjects. In addition, the current study also reported that the students' responses toward the implementation of CORE learning model were good. It indicated with a large influence (R2) of 29%, the rest was influenced by environmental factors. The results of the hypothesis test obtained that the value of T count = 2.967, and the value of T table = 2.101, which means T count > T table or 2.967>2.101. According to the test criteria then Ha is accepted. Thus, the application of the CORE learning model influenced the students’ learning motivation in learning the history subject in class XI IPS 1 of Senior High School 1 Banda Aceh.
Keywords: Connecting, organizing, reflecting, extending, learning model, students’ learning motivation.


Full Text:

PDF

References


Anderson, D., & Cook, T. (2014). Committed to differentiation and engagement: A case study of two American secondary social studies teachers. Journal of Social Studies Education Research, 5(1), 1–19. https://doi.org/10.17499/jsser.79188

Asmara, W. (2019). Penggunaan bahan ajar outdoor learning untuk meningkatkan kemampuan pemecahan masalah matematis. Jurnal Pendidikan Matematika Raflesia, 4(1), 90–95. https://doi.org/10.33449/jpmr.v4i1.7535

Chiu, C. K., & Tseng, J. C. R. (2021). A Bayesian classification network based learning status management system in an intelligent classroom. Educational Technology and Society, 24(3), 256–267.

Dangi, M. R. M., & Saat, M. M. (2021). Interaction effects of situational context on the acceptance behaviour and the conscientiousness trait towards intention to adopt: educational technology experience in tertiary accounting education. Educational Technology and Society, 24(3), 61–84.

Eşİlbursa, C. C. Y., & Barton, K. C. (2011). Preservice teachers’ attitudes toward the inclusion of heritage education in elementary social studies. Journal of Social Studies Education Research, 2(2), 1–21. https://doi.org/10.17499/jsser.75240

Imants, J., & Van der Wal, M. M. (2020). A model of teacher agency in professional development and school reform. Journal of Curriculum Studies, 52(1), 1–14. https://doi.org/10.1080/00220272.2019.1604809

Jaradat, S., & Ajlouni, A. (2021). Undergraduates’ perspectives and challenges of online learning during the covid-19 pandemic: A case from the University of Jordan. Journal of Social Studies Education Research, 12(1), 149–173.

Khtere, A. R., & Yousef, A. M. F. (2021). The professionalism of online teaching in Arab universities: Validation of faculty readiness. Educational Technology and Society, 24(3), 1–12.

König, J., Bremerich-Vos, A., Buchholtz, C., & Glutsch, N. (2020). General pedagogical knowledge, pedagogical adaptivity in written lesson plans, and instructional practice among preservice teachers. Journal of Curriculum Studies, 52(6), 800–822. https://doi.org/10.1080/00220272.2020.1752804

Korpi, H., Peltokallio, L., & Piirainen, A. (2019). Problem-based learning in professional studies from the physiotherapy students’ perspective. Interdisciplinary Journal of Problem-Based Learning, 13(1), 11–20. https://doi.org/10.7771/1541-5015.1732

Kovac, M., Elkanawati, A., Gjikolli, V., & Vandenberghe, A. S. (2020). The COVID-19 pandemic: Collective action and European public policy under stress. Central European Journal of Public Policy, 14(2), 47–59. https://doi.org/10.2478/cejpp-2020-0005

Lin, C. H., Yu, C. C., Shih, P. K., & Wu, L. Y. (2021). STEM based artificial intelligence learning in general education for non engineering undergraduate students. Educational Technology and Society, 24(3), 224–237.

Maag Merki, K., Buehlmann, F., Kamm, C., Truniger, A., & Emmerich, M. (2021). Support of students in primary schools: A comparative case study in a selective education system. Journal of Curriculum Studies, 53(3), 279–297. https://doi.org/10.1080/00220272.2020.1734663

Murphy, J. (2021). Exploring the impact of an open access mindfulness course with online graduate students: A mixed methods explanatory sequential study. Online Learning Journal, 25(2), 299–323. https://doi.org/10.24059/olj.v25i2.2292

Novikov, P. (2020). Impact of COVID-19 emergency transition to on-line learning on international students’ perceptions of educational process at Russian University. Journal of Social Studies Education Research, 11(3), 270–302.

Sutimin, L. A. (2019). Development of students’ knowledge of history: Acceptance and rejection of the Indonesia-Malaysia confrontation narratives. Journal of Social Studies Education Research, 10(2), 290–307.

Utomo, C. B., & Wasino. (2020). An integrated teaching tolerance in learning history of indonesian national movement at higher education. Journal of Social Studies Education Research, 11(3), 65–108.


Refbacks

  • There are currently no refbacks.


Copyright © 2017 Syiah Kuala University

ISSN: 2345-6789

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.