Exploration of Learning Motivation and Concept Mastery on High School Students' Problem-Solving Abilities in the Reproductive System Material
DOI:
https://doi.org/10.33751/jsep.v10i1.38Keywords:
Biology learning, reproductive system, learning motivation, concept mastery, problem-solving ability, descriptive-correlational studyAbstract
Biology learning on the reproductive system topic requires students not only to understand concepts, but also to apply their knowledge to solve problems logically and contextually. This study aimed to describe students’ learning motivation, concept mastery, and problem-solving ability, as well as to analyze the relationships among these variables. The research employed a quantitative approach with a descriptive-correlational design. The sample consisted of 26 students who had studied the reproductive system topic. The instruments used included a learning motivation questionnaire, a multiple-choice concept mastery test, and an open-ended problem-solving test. The data were analyzed descriptively and correlationally using SPSS Version 26. The results showed that the average score of students’ learning motivation was 72.07, concept mastery was 69.23, and problem-solving ability was 74.70. The categorization results indicated that concept mastery and problem-solving ability tended to be in the good category, while learning motivation was still varied. The correlation test results revealed that learning motivation had a positive and significant relationship with concept mastery, with a correlation coefficient of 0.523 and a significance value of 0.006. Meanwhile, problem-solving ability did not show a significant relationship with either concept mastery or learning motivation. Based on these findings, it can be concluded that learning motivation plays an important role in supporting concept mastery, whereas problem-solving ability requires more directed practice, strategies, and experience in solving problems.
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