The Effect of the CORE Learning Model on Students’ Learning Motivation in Biotechnology among Grade X Students at MA Madani
DOI:
https://doi.org/10.24252/al-ahya.v8i1.61974Keywords:
CORE model, learning motivationAbstract
This study aimed to examine the learning motivation of students taught using the Connecting, Organizing, Reflecting, and Extending (CORE) learning model in biotechnology instruction for Grade X students at MA Madani, compare their motivation with that of students taught using the Problem-Based Learning (PBL) model, and determine the effect of the CORE model on students’ learning motivation. This study employed a quasi-experimental approach using a non-equivalent control group design. The population comprised all 79 Grade X students at MA Madani. The sample consisted of two classes, X.1 and X.2, with 20 students in each class, selected through purposive sampling. Data were collected using a learning motivation questionnaire and analyzed using descriptive and inferential statistical procedures. The findings revealed that the mean learning motivation score of students taught using the CORE model increased from 55.10 on the pretest to 61.55 on the posttest, representing a mean increase of 6.45 points. In comparison, students taught using the PBL model showed an increase from a mean pretest score of 53.05 to a mean posttest score of 57.90, corresponding to a mean increase of 4.85 points. Hypothesis testing yielded a significance value of p < 0.001, indicating a statistically significant difference. These findings suggest that the CORE learning model has a significant positive effect on students’ learning motivation in biotechnology instruction among Grade X students at MA Madani.
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