Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015
ISBN: 978-602-74204-0-3
Physics Education Page 289
learning motivation. Then be concluded that there are differences in learning achievement Basic Physics I, which significantly between students taught by cooperative learning model
TPS with low learning motivation and students taught by conventional learning models with low learning motivation. conventional learning with low learning motivation can be seen in
Table 3.
3. 2. Discussion 3.2.1 First Hypothesis
Groups of students who receive TPS cooperative learning model has better results than the group of students who obtain conventional learning models can be seen from the average
student results from the two groups, the group of students who obtain cooperative learning model TPS has a mean value 79 813 and the average student overall group that received
conventional learning models memilikinilai average of 75 344.
Cooperative learning model TPS is a type of cooperative learning is made to influence the pattern of student interaction. Students are trained to work with others, so that they can better
understand the material with the support and help of her friends. Based on direct observation in the learning activities in the classroom, cooperative learning model TPS provide a new
atmosphere to the students which gives students more time to think, to respond and help each other and motivate students in learning, so that learning achievement student better than the
conventional model of learning . Students actively participate in learning while the conventional learning models, students are active in the classroom is only a diligent student
and quick in accepting the material presented by lecturers while other students just as a listener of the material presented by the lecturer. So that there are differences in learning
achievement Basic Physics I, which significantly between cooperative learning model TPS and conventional learning models. TPS cooperative learning model showed an increase in
learning achievement Physics I.
3.2.2. Second Hypothesis
Lack of motivation to learn can lead to a lack of interest in a particular field, it can even give birth refusal to lecturers. If the student does not pay attention to taught courses, it is difficult
that students are expected to learn well. This certainly affects student learning achievement. Based on the calculation results of the research data indicate that there is significant
interaction between the model of learning and motivation to learn the students give the price of F 21 498 Ftable 4:00. The effect of the interaction model of learning and motivation to
learn the students to the learning achievement of Basic Physics I is 24 258 can be seen in appendix 13. The use of cooperative learning model to improve learning outcomes TPS
physics but there are also other factors that affect student motivation to learn the students learning achievement. Implications for educators, particularly professors who teach the
courses Physics I, should pay attention to students motivation towards the course Physics I because the students in the course motivation Basic Physics I will support the learning
achievement. Supardi, 2011:101-121 explained that increase the quality of education is done through the efforts of learning procces improvement used learning and assessment
methods are varied. Therefore, to improve student learning achievement of the course Physics I, the first lecturer should motivate students to raise students motivation is low on subjects
Physics I.
Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015
ISBN: 978-602-74204-0-3
Physics Education Page 290
3.2.3. Third Hypothesis
Groups of students with high motivation to learn is taught with cooperative learning model TPS learning achievement higher than the group of students with high motivation to learn is
taught by conventional learning models. Seen from the average value obtained by the two groups, a group of high learning motivation of learning taught by TPS has an average value of
89.75 while the high motivation to learn is taught with conventional teaching has an average value of 75.75 and a price thitung given of the results of data analysis for the 4815 price is
over priced ttable of 1.67.
Students with high motivation to learn is taught with cooperative learning model TPS can improve learning achievement and continue to grow the concentration or sincerity in this
study because the learning students are given the freedom to interact with their peers. Instead of learning taught by the lecture method students feel that the information submitted lecturer
becomes a thing to be received. This has led to saturation of the students in learning because learning is used predominantly by faculty lecturers, thus affecting the results of their study. So
that there are differences in learning achievement Basic Physics I significantly between students taught by cooperative learning model TPS with high learning motivation and
students taught by conventional learning models with high learning motivation.
3.2.4. Fourth Hypothesis
