The Influence of Utilizing Jabung Temple as a Social Studies Learning Resource on Students' Learning Motivation
DOI:
https://doi.org/10.35719/hrtg.v7i1.221Keywords:
learning motivation, learning resources, social studies, historical site, contextual learningAbstract
This study aims to examine the effect of utilizing Jabung Temple as a Social Studies learning resource on students' learning motivation. The study was motivated by students' low learning motivation due to limited learning resources and a lack of contextual learning experiences. Previous studies have mainly focused on classroom instructional media, while the use of local historical sites as contextual learning resources in Social Studies remains underexplored. This study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The population consisted of 58 eighth-grade students at SMP Negeri 2 Paiton, Probolinggo, divided into an experimental group (n = 29) and a control group (n = 29). The experimental group participated in contextual learning through Jabung Temple, including site observation, exploration of historical values, and guided learning activities, while the control group received conventional classroom instruction. Data were collected using a learning motivation questionnaire and analyzed with the Independent Samples t-test in SPSS version 27. The experimental group achieved a higher mean motivation score (M = 53.86, SD = 3.079) than the control group (M = 51.97, SD = 2.784). The hypothesis test revealed a significant difference between the groups (t(56) = -2.461, p = .017), with a Cohen's d of 0.65, indicating a moderate effect. These findings suggest that integrating Jabung Temple as a local historical learning resource provides authentic learning experiences, enhances student engagement, and effectively improves learning motivation in Social Studies.
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