INVESTIGATING THE MOTIVATION LEVEL OF STUDENTS IN ONLINE LEARNING IN JUNIOR HIGH EDUCATION INSTITUTION DURING PANDEMIC COVID-19

FARDANI  ARFIAN

doi:10.51878/teacher.v1i2.765

Authors

FARDANI ARFIAN Pascasarjana PMIPA, Universitas Indraprasta PGRI, Jakarta

DOI:

https://doi.org/10.51878/teacher.v1i2.765

Keywords:

ARCS Model, Motivation Level, Online-learning

Abstract

The purpose of this study was to investigate and explore the level of junior high student’s motivation during online learning in pandemic COVID-19. In this design-based research study, motivation level is examined by ARCS survey, interview and observation. The total of respondents were 180 students with different degree levels of study, gender and academic achievement. The analyzed data was measured by SPSS. From this research, the result shows that students of middle degree level have the highest motivation level during pandemic. A statistically significant difference in motivation level is also seen at the beginning of online learning and at the middle of online learning.

Downloads

Download data is not yet available.

References

Alioon, Y., and Delialioglu, O. (2019). The effect of authentic m?learning activities on student on engagement and motivation. Br. J. Educ. Technol. 50 no. 2, pp 655–668.

Alrefaie, Z., Hassanien, M., & Al-Hayani, A. (2020). Monitoring Online Learning During COVID19 Pandemic; Suggested Online Learning Portfolio (COVID-19 OLP)”, MedEdPublish, 9(1), from https://doi.org/10.15694/mep.2020.000110.1.

Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self determination theory. Computers in Human Behavior, 26(4), 741-752.

Jale, S. B. (2018). Designing Motivational Learning Systems in Distance Education. Turkish Online Journal of Distance Education-TOJDE. Volume: 9 Number: 3 Article 13.

Keller, J. (1987). Development and use of the ARCS model of instructional design, J. Instr. Dev. 10, no. 2, 45–52.

Keller, J. (1987). Strategies for stimulating the motivation to learn. Perform. Instr. 26, 1–7.

Keller, J. (1987). The systematic process of motivational design. Performance and Instruction. Vol. 26(9-10), 1-8, b.

Laurens, L. A. and Valdes, H. (2021). M?learning adapted to the ARCS model of motivation and applied to a kinematics course. Comput Appl Eng Educ. pp 1–16, from doi : https://doi.org/10.1002/cae.22443

Lemay, D. J., & Doleck, T. (2020). Online Learning Communities in the COVID-19 Pandemic: Social Learning Network Analysis of Twitter during the Shutdown. International Journal of Learning Analytics and Artificial Intelligence for Education (IJAI). 2(1), 85.

Li, K., and Keller, J. (2018). Use of the ARCS model in education: A literature review. Comput. Edu. 122, pp 54–62.

Li, K., and Moore, D. (2018). Motivating students in massive open online courses (MOOCs) using the attention, relevance, confidence, satisfaction (ARCS) model. J. Formative Des. Learn. 2, no. 1, pp 102–113.

Malik, S. (2014). Effectiveness Of Arcs Model Of Motivational Design To Overcome Non Completion Rate Of Students In Distance Education. Turkish Online Journal of Distance Education-TOJDE. ISSN 1302-6488 Volume: 15 Number: 2 A.

Moller, L. and Russell, J. D. (1994). An Application of the ARCS Model Design Process and Confidence-Building Strategies. Performance Improvement Quarterly. 7(4) pp. 54-69.

Muslimin, A. I. (2020). Online Learning during Pandemic: Students' Motivation, Challenges, and Alternatives. Loquen: English Studies Journal, from http://dx.doi.org/10.32678/loquen.v13i02.

Oosterhoff, B., et al. (2020). Adolescents’ Motivations to Engage in Social Distancing During the COVID-19 Pandemic: Associations With Mental and Social Health”, Journal of Adolescent Health. 67 79-185.

Rasmitadila. (2020). The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period: A Case Study in Indonesia. Journal of Ethnic and Cultural Studies. Vol. 7, No. 2, 90-109.

Saekow, A., & Samson, D. (2011). E-learning readiness of Thailand’s universities compared to the USA’s cases. International Journal of e-Education, e-business, e-Management and e-Learning, 1(2), 126–131.

Serkan I. (2015). Factors Motivating Preservice Teachers For Online Learning Within The Context Of Arcs Motivation Model. Turkish Online Journal of Distance Education-TOJDE. ISSN 1302-6488 Volume: 16 Number: 2 Article 5.

Si Na Kew, et al. (2018).Examining the motivation level of students in e-learning in higher education institution in Thailand: A case study. Educ Inf Technol, from doi : https://doi.org/10.1007/s10639-018-9753-z.

World Health Organization. Coronavirus disease 2019 (COVID-19) situation report e 62” . Available at: https://www.who.int/docs/default-source/ coronavirus/situation-reports/20200322-sitrep-62-covid-19.pdf?sfvrsn ¼755c76cd_2. Accessed April 1, 2020.

Yukselturk, E. & Bulut, S. (2009). Gender Differences in Self-Regulated Online Learning Environment. Educational Technology & Society Vol. 12, No. 3, Technology Support for Self-Organized Learners, pp. 12-22.