Electronic Theses and Dissertation

Putri Icha Lestari (2026). Motivasi Belajar Sejarah dengan Strategi Pembelajaran
Directed Reading Thinking Activity pada Siswa Kelas X SMA Negeri 1 Indrapuri.
[Skripsi. Universitas Syiah Kuala]. Di bawah bimbingan Prof. Dr. Husaini, M. A.,
dan Abdul Azis, S. Pd., M.Pd.

Motivasi belajar merupakan salah satu faktor penting yang memengaruhi
keterlibatan peserta didik dalam proses pembelajaran. Rendahnya motivasi belajar
sejarah dapat berdampak pada kurangnya partisipasi peserta didik selama
pembelajaran sehingga tujuan pembelajaran belum tercapai secara optimal. Salah
satu strategi pembelajaran yang dapat diterapkan untuk mendorong keaktifan
peserta didik adalah Directed Reading Thinking Activity. Penelitian ini bertujuan
untuk mengetahui (1) penerapan strategi pembelajaran Directed Reading Thinking
Activity pada pembelajaran sejarah kelas X di SMA Negeri 1 Indrapuri dan (2)
motivasi belajar sejarah dengan penerapan strategi pembelajaran Directed Reading
Thinking Activity pada siswa kelas X di SMA Negeri 1 Indrapuri. Penelitian ini
menggunakan pendekatan kuantitatif dengan metode pre-experimental design
menggunakan desain one-shot case study. Sampel penelitian berjumlah 20 siswa
yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui
observasi dan angket, kemudian dianalisis menggunakan statistik deskriptif serta
uji normalitas Shapiro-Wilk. Berdasarkan hasil penelitian, menunjukkan motivasi
belajar sejarah dengan strategi pembelajaran Directed Reading Thinking Activity
terlaksana dengan sangat baik, ini ditunjukkan dengan hasil evaluasi aktivitas siswa
dengan persentase keterlaksanaan sebesar 92%. Hasil angket setelah penerapan
menunjukkan 19 siswa memiliki motivasi belajar tinggi dan 1 siswa berkategori
rendah. Rata-rata skor motivasi belajar sebesar 68,95 dengan persentase
keberhasilan mencapai 95% yang termasuk kategori sangat baik. Hasil uji
normalitas memperoleh nilai signifikansi 0,137 (>0,05), sehingga data berdistribusi
normal. Dengan demikian, motivasi belajar sejarah siswa setelah penerapan strategi
Directed Reading Thinking Activity berada pada kategori sangat baik. Strategi ini
dapat dijadikan sebagai salah satu alternatif dalam pembelajaran sejarah.

Kata Kunci: Motivasi Belajar, Strategi Directed Reading Thinking Activity

Putri Icha Lestari (2026). History Learning Motivation through the Directed Reading Thinking Activity Learning Strategy among Tenth-Grade Students at SMA Negeri 1 Indrapuri. Undergraduate Thesis, Syiah Kuala University. Supervised by Prof. Dr. Husaini, M.A. and Abdul Azis, S.Pd., M.Pd. Learning motivation is one of the important factors influencing students' engagement in the learning process. Low motivation in learning history may result in limited student participation during classroom activities, preventing learning objectives from being achieved optimally. One instructional strategy that can be applied to encourage students' active participation is the Directed Reading Thinking Activity (DRTA). This study aimed to determine (1) the implementation of the Directed Reading Thinking Activity strategy in history learning for tenth-grade students at SMA Negeri 1 Indrapuri and (2) students' motivation in learning history after the implementation of the Directed Reading Thinking Activity strategy. This study employed a quantitative approach using a pre-experimental method with a one-shot case study design. The sample consisted of 20 students selected through purposive sampling. Data were collected through observation and questionnaires and analyzed using descriptive statistics and the Shapiro-Wilk normality test. The results showed that the implementation of the Directed Reading Thinking Activity strategy in history learning was carried out very well, as indicated by the student activity observation results, which reached an implementation percentage of 92%. The questionnaire results revealed that 19 students were categorized as having high learning motivation, while one student was categorized as having low learning motivation. The average motivation score was 68.95, with a success percentage of 95%, which falls into the "Very Good" category. The Shapiro-Wilk normality test yielded a significance value of 0.137 (>0.05), indicating that the data were normally distributed. Therefore, students' motivation in learning history after the implementation of the Directed Reading Thinking Activity strategy was classified as very good. This strategy can be used as an alternative instructional strategy in history learning. Keywords: Learning Motivation, Directed Reading Thinking Activity.