THE INFLUENCE OF LEARNING MODELS ON MOTIVATION AND LEARNING OUTCOMES WRITING CHARACTER AND SHORT STORY BACKGROUND IN CLASS V STUDENTS AT SDN 9 BATUDAA GORONTALO DISTRICT

Abstract

The aims of this study were 1) to analyze the differences in learning outcomes for writing backgrounds and short story characters using the Self Organized Learning Environments (SOLE) learning model and using the TPS type cooperative model in class V at SDN 9 Batudaa, Gorontalo Regency 2) to analyze differences in learning outcomes for writing backgrounds and short story characters based on high motivation and low motivation of fifth grade students at SDN 9 Batudaa Gorontalo District, and 3) to analyze the effect of the interaction between learning methods and students' motivation on the ability to write short story characters and backgrounds in grade V at SDN 9 Batudaa District Gorontalo. The research method in this study is an experimental research method. The results of this study indicate that 1) there are differences in learning outcomes for writing backgrounds and short story characters using the Self Organized Learning Environments (SOLE) and TPS cooperative learning models in class V. The two way anava test results with a significant value of 0.027 or less than 0 .05 with an increase in the influence on the bear results of 0.129, 2) there are differences in the results of learning to write backgrounds and short story characters based on high motivation and low motivation of class V students. This is based on the two way anava test in the test table of between subject effect obtained value significant of 0.000 or less than 0.05 with an increase in the influence of motivation on learning outcomes of 0.743, 3) there is no interaction effect between learning methods and student motivation on the ability to write characters and short stories in class V at SDN 9 Batudaa, Gorontalo Regency. The results of the two way Anava test obtained a significance value of 0.100 or greater than 0.05.