Project Based Learning Model on Social Studies Learning Motivation

Lack of student learning motivation because they often talk to their classmates. In addition, the learning process used by the teacher is less varied due to the limitations of the learning media owned by the school. In addition to learning media that are less varied, the method used in the learning process tends to use the lecture method because with this method it is considered that students will more easily accept the material presented. Such conditions certainly make the learning process only mastered by the teacher. This study aims to determine whether there is an effect of project-based learning model on social studies learning motivation of students of Class V MI Wahyu Mandiri, Pallangga District, Gowa Regency, where Class V MI Wahyu Mandiri is the experimental class and Class V MI Al Muhajirin is the control class. This research is a quantitative research model with a quasi-experimental type of research. The population in this study were 15 students of class V MI Wahyu Mandiri as the experimental class and 15 students of class V MI Al Muhajirin as the control class. This type of data collection uses a motivational questionnaire to measure learning motivation. The data analysis technique used is the Manova test, which was previously tested for normality and homogeneity. The results of this study indicate that the implementation of the Project Based Learning learning model in social studies subjects can increase student activity and motivation. This is evidenced by the average in the experimental class 81.07 with a very high category and 78.53 in the control class with a high category. This result can be seen from the motivational questionnaire manova test which obtained the value of sig. 0.00 < 0.05 (smaller than 0.05) with a 95% confidence level, then Ho is rejected and Ha is accepted, meaning that there is an effect of the Project Based Learning learning model on the learning motivation of fifth grade students at MI Wahyu Mandiri. So, it can be concluded that the Project Based Learning learning model has an influence on the social studies learning motivation of the fifth grade students of MI Wahyu Mandiri. Abstract Kurangnya motivasi belajar siswa karena seringnya berbicara dengan teman sebangkunya. Selain itu, dalam proses pembelajaran yang digunakan guru, kurang bervariasi dikarenakan keterbatasan media pembelajaran yang dimiliki oleh sekolah. Di samping media pembelajaran yang kurang bervariasi, metode yang digunakan dalam proses pembelajaran cenderung menggunakan metode ceramah karena dengan metode ini dianggap siswa akan lebih mudah menerima materi yang disampaikan. Kondisi demikian tentu membuat proses pembelajaran hanya dikuasai guru. Penelitian ini bertujuan untuk mengetahui ada tidaknya pengaruh model pembelajaran berbasis proyek terhadap motivasi belajar IPS siswa Kelas V MI Wahyu Mandiri Kecamatan Pallangga Kabupaten Gowa, yang dimana pada Kelas V MI Wahyu Mandiri sebagai kelas eksperimen dan Kelas V MI Al Muhajirin kelas kontrol. Penelitian ini merupakan sebuah model penelitian kuantitatif dengan jenis penelitian quasi eksperimen. Populasi dalam penelitian ini adalah siswa Kelas V MI kelas eksperimen siswa Al


PRELIMINARY
Education is very important for humans. Through education, humans gain knowledge and skills for their survival. Humans as social beings need education in order to respond to the challenges of the times and increasingly rapid technological advances to be able to equip themselves with various kinds of basic skills, formal educational institutions are needed, one of which is Madrasah Ibtidaiyah (MI).
Education is one of the efforts to improve the quality of education in Indonesia, marked by improvements carried out by the government in every aspect of education. Aspects of education that experience continuous development to improve the quality of education in Indonesia are the development and improvement of the curriculum and evaluation system, improvement of educational facilities, development and procurement of teaching materials, as well as providing training for teachers and other education personnel. However, it is not enough to improve the quality of student learning motivation.
To increase the motivation to learn social studies in elementary school, an attractive learning model and media are needed so that students are more active and there is interaction with the teacher. Learning in the classroom is the most important thing in transferring knowledge to students, the learning process takes place by interacting and influencing each other between teachers and students in learning activities. According to Sani (2014) the PjBL learning model is a learning model using projects or activities as the core of learning. According to Fogarty (1997) Project Based Learning is learning that includes projects and provides an interesting and productive experience for students. Fillanio (2013) suggests that the use of appropriate media in learning will increase students' learning motivation and create fun in learning activities. In this case, the use of learning media in the learning process can increase students' learning motivation.
In connection with the problems that have been described previously, improvements are needed to overcome learning through appropriate learning models or strategies. The appropriate learning models or strategies to be applied in our country include: project based learning. Through this learning model, children gain knowledge that will be found alone. The PjBL learning model is a learning model that produces a project in finding and integrating new knowledge based on experiences that students encounter in learning activities.
The PjBL learning model provides students with experiences to learn and practice interpersonal skills, in addition to interpersonal skills as well as life skills for the future, besides that PJBL directs students to think critically about experiences and can relate these experiences to learning standards. In accordance with what has been proven by several researchers including according to Maya Nurfitriayanti (2016) that this modern PJBL can increase students' interest and motivation in learning. As a result, students who initially did not like math became like it, and were more flexible in asking questions.
According to Sardiman (2012) indicators of learning motivation that come from within students are as follows: 1) being diligent in facing assignments, meaning that students can work continuously for a long time (never stop before finishing). As students start working on assignments on time, look for other sources, don't give up easily and check the completeness of assignments. 2) tenacious in facing difficulties, students do not give up quickly in the face of difficulties. In this case, students are responsible for success in learning and carrying out learning activities. 3) shows an interest in various problems consisting of daring to face problems, looking for solutions to the problems being faced and not easily discouraged in dealing with problems. 4) prefers to work independently, meaning that he does not have to do what is his duty. 5) They get bored quickly with routine tasks or things that are mechanical, just repeating themselves so they are less creative. 6) can defend his opinion (if he is sure of something). 7) It is not easy to let go of what he believes in, meaning he believes in what he is doing or is firm in his stance.
Based on the explanation above, it is necessary to conduct research using the Project Based Learning learning model in Class V on thematic lessons of theme 5, sub-theme 1. The aim is to determine the effect of Project Based Learning on students' motivation to learn social studies at MI Wahyu Mandiri.

RESEARCH METHODS
This type of research uses quantitative research. The research model used is a quasiexperimental, using two groups of research subjects that are almost the same (homogeneous). The reason for using the quasiexperimental model in this study is that the researcher cannot fully control the two groups studied because not all external variables can be controlled, so that the changes that occur are not entirely controlled by the treatment. The research design is true experimental design in the form of pretest-posttest. In this design , there are two groups selected randomly, namely the experimental group and the control group. Both groups were given a pre-test to determine the initial state, is there a difference between the experimental group and the control group. Sugiono (2012).
After the pre-test was carried out, the treatment was given for a certain period of time. The experimental group was given treatment in the form of a Project Based Learning model, while the control group was given conventional learning. This means that the control group was not given the same treatment, namely the Project Based Learning (PjBL) model as was the case with the experimental group. After being given the treatment, there was a re-observation ( posttest ).
The research design is described as follows: The sampling used to determine the control class and the experimental class is random sampling . The sample in this study was class V MI Wahyu Mandiri, which amounted to 15 people, used as an experimental class that was given treatment and class V Al Muhajirin, which amounted to 15 people, was used as a control class.
Data collection techniques in the form of questionnaires or questionnaires are carried out by giving questions or written statements to respondents to answer so that respondents just choose the answer. The list of statements is matters relating to the learning process using the Project Based Learning learning model which consists of 20 statement items that are positive and negative. Positive statements in the Strongly Agree (SS) category were given a score of 5, Agree (S) were given a score of 4, Disagree (KS) were given a score of 3, Disagree (TS) were given a score of 2, Strongly Disagree (STS) were given a score of 1.
The questionnaire method was compiled using a Likert scale model questionnaire. Likert scale with five alternative answers, namely: 12  Analyzing student motivation data used the formula: NA= x 100 Information: NA = Final Score

RESULTS AND DISCUSSION 1. Results
Learning motivation questionnaires were given to students in the experimental class after the learning process was carried out using the Project learning model Based Learning . Data on students' learning motivation were obtained from the results of the questionnaire as a measure of how much students' motivation level was in participating in learning in Class V using the Project learning model. Based Learning .
The frequency distribution of student learning motivation questionnaires in the experimental class can be seen in the following table: 1-20 Very low 0 0%

Image 1 Graph of the Frequency Distribution of Students' Learning Motivation Questionnaire in the Experimental Class
Based on the tables and graphs of student learning motivation in social studies learning using the Project Based learning model above , the data obtained that there are 8 students in the experimental class who obtained a very high category score (53.33%) where the student said strongly agree, with participating in Social Studies learning students feel excited, students feel serious in doing assignments, students are very happy and active in social studies learning, and the rest there are 7 students who get high category scores (46.66%) where the students say they agree with students always read the material and repeat the social studies learning at home, students are very diligent in doing assignments, students feel tenacious in facing difficulties.   From the table above, it can be seen that the results of the Hypothesis Test show a significance value (Sig.) of the four values, namely 0.00 and 0.01 <0.05 (smaller than 0.05) with a 95% confidence level. So it can be concluded that PjBL in the experimental class has an influence on the social studies learning motivation of Class V MI Wahyu Mandiri students.

DISCUSSION
This study uses a project based learning model on social studies learning motivation in Class V MI Wahyu Mandiri as an experimental class and in class V MI AL Muhajirin as a 14 control class. The discussion of the research results is carried out based on data analysis and data findings in the field.
From the results of the analysis of student motivation on the material of Indonesia's geographical location where the questionnaire sheet was filled out by students after the learning process took place in the form of a list of questions relating to the learning process using the Project Based Learning Model , amounting to The 20 question items are positive and negative showing the results that the Project Based Learning learning model has an effect on learning motivation in Class V students of MI Wahyu Mandiri. The data obtained showed an increase in students' learning motivation by using the Project Based Learning learning model. This is also in line with Arjuniwati (2019) with this research and is strengthened because in the learning process using the project based learning learning model students feel diligent, tenacious and happier, students feel happy to work continuously and do not give up quickly in the face of difficulties and challenges. feel responsible for this project.
The use of project-based learning models can provide opportunities for students to learn autonomously, construct their own learning to make works or real products in the form of map image products, thereby indirectly training students' creative thinking skills which in the end will be formed in better students, for example. curiosity, responsibility, independent learning, and self-motivation.
This research has a relationship with Linda's research (2011) explaining that the projectbased learning model is not only limited to formulating problems but also involving students in alternative problem formulations which can later help the project work process. Expected questions are questions that invite students to participate in the thinking process. This stage gives students the opportunity to think abstractly, which is to foster students' creative thinking. This valuable experience will be an effort to develop mentally through the thought process. This can be observed from the perspective and behavior of students who seem to pay attention and are interested in the problems posed. Based on this, at this stage students can have the opportunity to develop creative thinking skills and organize their own learning.
The use of the Project Based Learning model in learning in order to create an active and fun learning. This learning is considered capable of stimulating students to improve the quality of their learning motivation in all aspects (affective, cognitive and psychomotor).
From the project activities above, it can be seen that there are no students who are not active, lazy, or do not pay attention to the lesson, they are all very enthusiastic in learning. So from the above, it indicates that students' motivation in learning social studies using the Project Based Learning learning model has increased.

CONCLUSION
Based on the research results obtained when testing the hypothesis, the significance value (Sig.) is 0.00 and 0.01 <0.05 (smaller than 0.05) with a 95% confidence level. So it can be concluded that the application of the Project Based Learning learning model has a significant (positive) influence on the social studies learning motivation on map-making materials. The implementation of this learning model makes students more enthusiastic and active in learning because this learning model is more student-centered which makes students more active in group learning activities so as not to make students bored quickly when the learning process takes place.

ACKNOWLEDGMENT
Principals