PENGARUH PENDEKATAN PROBLEM BASED LEARNING DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR IPA SISWA KELAS IV SD NEGERI 173192 HARIAN

This study describes the differences in students' science learning outcomes using the PBL approach using conventional learning. Differences in science learning outcomes students have high learning motivation with science learning outcomes students have low learning motivation. The interaction between learning approaches and learning motivation in influencing students' science learning outcomes. The study population was all fourthgrade students of SD Negeri 173192 Harianja and SD Negeri 173214 Pangaribuan. The sample is set at 62 people consisting of 2 (two) classes. The research design used in this study was an experimental design with a 2x2 factorial. In this study, the first independent variable consisted of two PBL and conventional strategies. While the second independent variable (moderator variable) consists of high learning motivation and low learning motivation and the dependent variable is science learning outcomes. The results of the study stated that there were differences in students' science learning outcomes using the PBL strategy with the conventional strategy. Students' science learning outcomes using the PBL strategy with an average score of 89.23, while students' science learning outcomes using conventional strategies obtained an average score of 83.10. There are differences in science learning outcomes of students who have high learning motivation and have low learning motivation. Students who have high learning motivation get an average value of science learning outcomes that is equal to 89.40, while students who have low learning motivation get an average score of 83.13. There is an interaction between learning strategies and learning motivation in influencing students' science learning outcomes. Based on the results of the 2x2 factorial ANOVA test, the value of sig = 0.031 < sig.0.05, thus proving the interaction between learning strategies and learning motivation in influencing student learning outcomes