THE CONTRIBUTION OF MOTIVATION COMPONENTS TOWARDS STUDENTS’ CRITICAL THINKING SKILLS IN BIOLOGY LEARNING USING AUGMENTED REALITY

Abstract

Purpose of the study: The purpose of this research is to reveal the contribution of motivation components (attention, relevance, confidence, and satisfaction) towards critical thinking skills in biology learning. Methodology: There were 129 equal student samples of Class X of Senior High School based on an equality test and randomly selected. Students’ learning motivation was measured using a questionnaire adapted from the ARCS model. The critical thinking skills were measured using an essay test and scored based on a critical thinking skill rubrics. Data analyzed uses multiple regression analysis to determine the contribution of motivation components towards critical thinking skills. Main Findings: This result shows that teachers have a central role and irreplaceable in learning. The findings also indicate that the confidence and satisfaction components have the most stable contribution towards critical thinking skills in the three different learnings. Applications of this study: The results of the research can be adopted by teachers to improve attention, relevance, confidence, and satisfaction in the learning process. Research results can also help teachers to take students’ attention in learning through the implementation of learning models and augmented reality. Novelty/Originality of this study: a) There are no studies that examine the contribution of attention, relevance, confidence, and satisfaction to critical thinking skills in Indonesia. b) The most stable contribution of attention, relevance, confidence, and satisfaction to critical thinking skills in different learnings is identified.