THE EFFECT OF APPLICATION OF LEARNING MODELS AND LEARNING MOTIVATION ON STUDENT LEARNING OUTCOMES IN SOCIAL STUDIES SUBJECTS

Abstract

The learning process carried out by many teachers today tends to achieve the target curriculum material
and is more concerned with memorizing concepts rather than understanding. This can be seen from the
learning activities in the classroom which are always dominated by the teacher. In delivering material,
the teacher usually uses the lecture method in which students only sit, take notes, and listen to what the
teacher says and there are few opportunities for students to ask questions. Thus, the learning atmosphere
is not conducive so that students become passive. If students are psychologically less interested in the
learning method or model used by the teacher, students will naturally provide psychological feedback
that is less supportive in the learning process. The indication is that there is a feeling of not having
sympathy for the teacher, not being interested in learning materials, and over time, indifference to the
subject of learning arises. Fun learning can make students dare to try, or do, dare to ask questions, dare
to express ideas, dare to question the ideas of others. Therefore the author realizes that the PAKEM
learning model is suitable for improving student learning outcomes. Because the PAKEM learning model
(Active, Creative, Effective, and Fun Learning) allows students to do a variety of activities to develop
skills, attitudes, and understanding of various sources and learning aids including the use of the
environment so that learning is more interesting, fun and effective.