Effect of Attention, Relevance, Confidence, Satisfaction

(ARCS) Model on Motivation and Learning Outcomes of

Optics at SMAN 4 Banda Aceh

Reference Number: 2604-4875-1-RV

Abstract. This study aims to determine the effect of the ARCS model on students' motivation
and learning outcomes on optical instrument material at SMAN 4 Banda Aceh. The research
method used is a quantitative method with nonequivalent control group design. The popu lation
in this study was all students of class XI at SMAN 4 Banda Aceh. The sample uses 2 classes
chosen randomly. The research instrument was written test and questionnaire, and the data
were analyzed using t-test and N-gain. The results of the study on student learning outcomes
showed tcount> ttable (5.67> 1.67) and the N-gain value showed t count> ttable (3.98>1.67) which
means that there is a significant effect on student learning outcomes through the model ARCS
compared to conventional learning. The results of motivational questionnaire data obtained
from four indicators indicate that students strongly agree with the learning done through the
ARCS model. The results of the four indicators consist of attention obtained 4.55, relevance
obtained 4.50, confidence obtained 4.60 and satisfaction obtained 4.74.

1. Introduction
The teacher is a component in the teaching and learning process that has a very strategic role in the
effort to establish skilled, potential and quality human resources. In learning activities, the teacher
carries out the task of being able to act as a teacher, class leader, mentor, regulator of the learning
environment, learning planners, supervisors, motivators, and as evaluators [1]. The teacher is also
expected to be able to apply various strategies, methods, and models in implementing learning in
accordance with the conditions and learning situations so that the process runs effectively. This is an
effort to improve learning outcomes.
The government has made various efforts, one of which is by improving the curriculum. The Commented [A1]: The introduction must be relevan to
curriculum is all the educational experiences provided by the school to all of its students, both done in ARCS model.
school and outside of school. The curriculum tends to be understood as all activities that lead to the
achievement of educational goals [2]. So far the curriculum has been changing, because the education
curriculum is dynamic which is adjusting to various situations so that it can strengthen learning and
learning outcomes. Changes or changes in curriculum have been based on various theories, have been
discussed with education experts, endeavored to follow the development of science-technology, so that
theoretically-conceptually has met the criteria of the curriculum called good [3]. The curriculum used
now is the 2013 curriculum or better known as k-13.
According to data of Puspendik, the percentage of the average mastery of optical instrument physics Commented [A2]: In introduction must be include how
on the national exam of SMAN 4 Banda Aceh in the 2016/2017 school year is still relatively low, at the ARCS model can use to rise the objective in teaching and
the school level of 40.71. Based on observations at SMAN 4 Banda Aceh, it was found that many learning.
students were less interested in learning physics, due to the assumption that physics is difficult and has
abstract objects. In the teaching and learning process, the teacher uses the method of discussion. The
learning process starts from giving information, then proceed with conducting question and answer,
forming study groups, and giving assignments. Finally, students do the assignments given by the
teacher. In the learning process, the teacher uses learning facilities such as textbooks and blackboards.
In classroom learning, students learn in groups that have been set by the teacher. Learning groups that
are formed do not work effectively because most students do not discuss each other and are ashamed
to ask. When a friend appears in front of the class or when responding to a problem, students interact
less with each other. This is what makes students not serious in learning and makes their learning
outcomes to be low.
Learning outcomes are influenced by several factors, both from the teacher and from the students. The
factors of students such as motivation and interest in learning while the factors of the teacher are the
selection of learning strategies, both methods, media, and learning models should consider the
interests of students [4]. In physics learning, the teacher does not consider aspects of interest and
motivation in choosing a learning model. Therefore, the author will examine the motivation and
learning outcomes of students using the ARCS model. The ARCS model is very effective because it is
tailored to the needs or interests of students and is developed on the basis of theories and real
experiences so as to be able to optimally stimulate students' learning enthusiasm by motivating
students to obtain satisfactory learning outcomes [5].

2. Method
This study uses nonequivalent control group design, which is a research design using experimental Commented [A3]: Methode can explain about ARCS
class and control class. Samples were taken as many as 2 classes which were determined using random
sampling. The object of this research is the results of learning and motivation in class XI students of
SMAN 4 Banda Aceh. The instruments used in this study were the learning outcomes of the pre-test
and post-test scores of experimental class students and controls with multiple choice forms consisting
of optical instrument material and student motivation questionnaires. Before using the instrument,
questions and questionnaires were validated by the relevant lecturer, then tested to students with a
reliability score of 0.79.

3. Results and discussion

3.1 Student learning outcome
Table 1. Analysis of Normality test
Classes Score of pretest Score of posttest Information
x2count x2table x2count x2table
Experiment 20.45 43.80 4.60 43.80 Normally distributed
Control 20.99 43.80 34.99 43.80 Normally distributed

The data in Table 1 are used to carry out tests in the form of pretest and posttest data. This normality
test is also used to determine the statistics to be used, whether using parametric or non-parametric
statistics [6]. This study uses parametric statistics, parametric statistics are mostly used to analyze data
in the form of intervals and ratios based on certain conditions, for example data variables that will be
analyzed for residual values must be normally distributed [7]. The data from the pretest between the
experimental and control classes obtained 20.45 <43.8 and 20.99 <43.8, it can be concluded that the
data scattered in both classes are normally distributed. Furthermore, the results of the posttest analysis
between the experimental class and the control class obtained 4.60 <43.8 and 34.99 <43.8 so that
according to the testing criteria Ho was accepted. It can be concluded that at the pretest and posttest
the experimental and control classes were normally distributed.
 Table 2. Analysis of homogeneity test
Variant Fcount Ftable Information
Pretest 1.23 1.82 Homogeneous
Posttest 1.79 1.82 Homogeneous

Table 2 shows the results of homogeneity test data analysis in both variants, namely pretest obtained
Fcount < Ftable or 1.23 <1.82 and posttest obtained 1.79 <1.82. The results of data analysis in both
variances can be concluded that the pretest and posttest of the experimental class and the control class
in the two variants are homogeneous.

Table 3. Analysis of t-test

Groups Average Tcount ttable Interpretation Conclusion
Experiment 80.10 Ha was accepted
5.67 1.67 Tcount > ttable
Control 66.50 (significant difference)

Table 3 shows that the results of the t-test analysis on the posttest variant obtained t count of 5.67 and t
table of 1.67, so it can be concluded that tcount> ttable is 5.67> 1.67. The results of the analysis can be
concluded that in the experimental class and control posttest there were significant differences. This is
evidenced from the results of the study showing that there is an influence of the ARCS model on
student learning outcomes compared to conventional learning lectures and discussions.

Table 4. Average N-gain analysis of student learning outcome

Classes N-gain Criteria
Experiment 0.60 Medium
Control 0.36 Medium

Table 4 shows that the average N-gain in both classes is in the moderate category. Then after knowing
the overall N-gain from students, then analyze the hypothesis test on N-gain of students in the
experimental and control classes.

Table 5. T-test analysis of N-gain

Group Average Tcount ttable Interpretation Conclusion
Experiment 60.53 Ha was accepted
3.98 1.67 Tcount > ttable
Control 52.60 (significant difference)

Table 5 shows that the results of data analysis on N-gain of students in the experimental and control
classes obtained tcount = 3.98 and ttable = 1.67. This proves that t count> t table is 3.98> 1.67, so it is
concluded that N-gain experiment class and control class have significant differences.

The ARCS model is a learning model that can improve students' learning motivation, so they can
improve their learning outcomes. A form of problem solving approach to design aspects of motivation
and environmental learning in encouraging and maintaining student motivation is the ARCS model,
because this model consists of attention, relevance, confidence, and satisfaction [8]. This proves that
ARCS is a model used by students in solving problems based on the way students build knowledge
about the concept of material provided by the teacher, so as to show the motivation of students who
come from external conditions.
Learning by using the ARCS model can improve learning outcomes and increase student motivation
significantly [9]. Learning science learning outcomes with ARCS models is better than those that
follow conventional learning models [10].
3.2 Student motivation
Motivation is a change in energy that is characterized by the emergence of feelings and reactions to
achieve certain goals and as an encouragement from within a person [11]. So, it can be concluded that
motivation is a process of change in the individual who gives strength to him to behave (with active
learning) in an effort to achieve his learning goals. The motivational model used in this study is the
ARCS Model which is a learning model that can increase learners' motivation which consists of four
indicators including attention, relevance, confidence (confidence) and satisfaction [12].

3.2.1 Attention. The results of student motivation analysis on the attention indicator obtained an
average of 4.55. The results of data analysis illustrate that the ARCS model can increase the
motivation of students on indicators of attention (attention) properly. Attention (attention) attracts
students by stimulating their interest and curiosity [13], whereas the attention of students refers to
curiosity in understanding the concepts in the teaching and learning process. Achieving attention is the
most important part of the ARCS model because at this stage it starts to motivate students. Once
students are interested in a learning material, they are willing to invest their time to pay attention and
find out more [14].
It can be concluded that attention is an activity carried out by someone who is focused on an object.
The attention of students in the teaching and learning process is the activities carried out in the
classroom that are focused on ongoing learning (there are no other activities undertaken by students).

3.2.2 Relevance. The results of the motivation analysis of students on the indicator of relevance were
obtained at a mean of 4.60. The results of data analysis prove that the average obtained can increase
students' learning motivation. The results of previous studies state that relevance must be determined
by using language and examples so that students are used to it. Relevance to the material presented is
in accordance with the abilities and conditions of students, so that students are able to solve problems
that exist in the material learned [14].

3.2.3 Confidence. The results of the motivation analysis on the indicator of confidence (confidence)
obtained a mean of 4.74 with the criteria strongly agree. This proves that on the indicator of
confidence (confidence) students feel more courageous and able to express knowledge with
confidence in learning. The results of previous studies state that the ARCS model can increase student
motivation through confidence (confidence). The confident aspect of the ARCS model focuses on
building positive expectations for achieving success among students. The level of confidence of
students often correlates with motivation and the amount of effort made in achieving learning goals
[14].

3.2.4 Satisfaction. The results of the motivation analysis on the indicators of satisfaction (satisfaction)
obtained an average of 4.87 with the criteria strongly agree. Satisfaction provides opportunities for
students to use the skills and knowledge they have just acquired in real-life situations or simulation
settings [13]. The results of previous studies stated that the ARCS model can increase student
motivation through satisfaction. Learners must get some type of satisfaction or appreciation from the
learning experience. This satisfaction can be from a sense of achievement (good value), or just praise
from the teacher. Feedback and reinforcement are important elements and when students value the
results, they will be motivated to learn [14].

4. Conclusion
Learning outcomes of students after applying the ARCS model shows that there is a significant
influence. This can also be proven from the average value in the experimental class through the ARCS
model obtained 80.1, while in the control class through conventional learning obtained 66.5.
Motivation of students through the ARCS model obtained from four indicators shows that students
strongly agree with the learning done through the ARCS model. The results of the four indicators
consist of attention obtained 4.55, relevance obtained 4.50, confidence obtained 4.60 and satisfaction
obtained 4.74.

5. Acknowledgements
The author would like to thank Prof. Dr. Musri, M.Sc and Dr. M. Syukri, MT, for his contribution as a
supervisor in this study. Thanks also to the University of Syiah Kuala, the principal and teachers at
SMAN 4 Banda Aceh who have helped and provided direction, especially for students who have
contributed to the research.

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