The effects of inquiry based ecopedagogy model on pre-service physics teachers’ motivation and achievement in environmental physics instruction

• Main Authors: Napitupulu, Nur Dewi, Munandar, Achmad
• Format: Conference Proceeding
• Language: English
• Subjects: Academic achievement; Activation; Data analysis; Environmental testing; Learning; Motivation; Physics; Students; Teachers
• ISSN: 0094-243X; 1551-7616
• DOI: 10.1063/1.4983972

—Motivation plays a crucial role in learning. Motivation energizes the behavior of the individual. It also directs the behavior towards specific goals. It helps students acquire knowledge, increase initiation, persist in activities, improve achievement, and develop a sense of discipline. The purpose of this study was to investigate the effects on the achievement and motivation of pre-service teacher of the Inquiry based ecopedagogy (In-EcoP) learning process applied to environmental physics instruction. The motivation adapted to Keller’s four dimensions, namely attention, relevance, confidence and satisfaction. The study involved 66 students which are divided into two classes of an environmental physics instruction. The first class used the traditional lecture format while the In-EcoP model was used in the second. The research data were obtained through the environmental physics concept test and motivation questionnaire. The data analysis was conducted using a quantitative study approach and involved a motivational survey and an academic achievement test. It was found that the experimental group students were achieve more than the students in the control group. An increase in motivation and academic achievement of the students in the experimental group was identified as well. This research demonstrates the effectiveness of the In-EcoP model for enhancing pre-service teacher motivation and academic achievement in environmental physics instruction.