Differences in Children's Curiosity and Learning Motivation in Conventional Vs Experiential Learning Methods

Wedi Iswandi; Hendry

doi:10.47134/converse.v2i1.4731

Authors

Wedi Iswandi Universitas Muhammadiyah Bengkulu
Hendry Universitas Muhammadiyah Bengkulu

DOI:

https://doi.org/10.47134/converse.v2i1.4731

Keywords:

Curiosity, Learning Motivation, Experiential Learning, Conventional Method

Abstract

This study aims to examine the differences in students’ curiosity and learning motivation between those taught using conventional methods and those using experiential learning methods. The research employed a quasi-experimental design with a Pretest-Posttest Control Group Design. The participants consisted of 100 elementary school students, divided into two groups: the experimental group (experiential learning method) and the control group (conventional method), each with 50 students. Instruments used in this study included questionnaires measuring curiosity and learning motivation. Data were analyzed using independent t-tests. The results showed significant differences between the two groups. Students who received experiential learning showed a greater increase in both curiosity and learning motivation compared to those taught using conventional methods. Therefore, experiential learning is more effective in enhancing students’ curiosity and learning motivation at the elementary level

References

Begus, K. (2020). The rhythm of learning: Theta oscillations as an index of active learning in infancy. Developmental Cognitive Neuroscience, 45, ISSN 1878-9293, https://doi.org/10.1016/j.dcn.2020.100810

Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Press.

Escamilla-Fajardo, P. (2021). Incorporating TikTok in higher education: Pedagogical perspectives from a corporal expression sport sciences course. Journal of Hospitality Leisure Sport and Tourism Education, 28, ISSN 1473-8376, https://doi.org/10.1016/j.jhlste.2021.100302

Eschmann, J. (2021). Reward Function Design in Reinforcement Learning. Studies in Computational Intelligence, 883, 25-33, ISSN 1860-949X, https://doi.org/10.1007/978-3-030-41188-6_3

Feraco, T. (2023). An integrated model of school students’ academic achievement and life satisfaction. Linking soft skills, extracurricular activities, self-regulated learning, motivation, and emotions. European Journal of Psychology of Education, 38(1), 109-130, ISSN 0256-2928, https://doi.org/10.1007/s10212-022-00601-4

Kaplan, R. (2018). Planning and navigation as active inference. Biological Cybernetics, 112(4), 323-343, ISSN 0340-1200, https://doi.org/10.1007/s00422-018-0753-2

Kashdan, T.B. (2020). The Five-Dimensional Curiosity Scale Revised (5DCR): Briefer subscales while separating overt and covert social curiosity. Personality and Individual Differences, 157, ISSN 0191-8869, https://doi.org/10.1016/j.paid.2020.109836

Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.

Krumrei-Mancuso, E.J. (2020). Links between intellectual humility and acquiring knowledge. Journal of Positive Psychology, 15(2), 155-170, ISSN 1743-9760, https://doi.org/10.1080/17439760.2019.1579359

Lampropoulos, G. (2022). Augmented Reality and Gamification in Education: A Systematic Literature Review of Research, Applications, and Empirical Studies. Applied Sciences Switzerland, 12(13), ISSN 2076-3417, https://doi.org/10.3390/app12136809

López-Faican, L. (2020). EmoFindAR: Evaluation of a mobile multiplayer augmented reality game for primary school children. Computers and Education, 149, ISSN 0360-1315, https://doi.org/10.1016/j.compedu.2020.103814

Murayama, K. (2019). Process Account of Curiosity and Interest: A Reward-Learning Perspective. Educational Psychology Review, 31(4), 875-895, ISSN 1040-726X, https://doi.org/10.1007/s10648-019-09499-9

Murayama, K. (2022). A Reward-Learning Framework of Knowledge Acquisition: An Integrated Account of Curiosity, Interest, and Intrinsic–Extrinsic Rewards. Psychological Review, 129(1), 175-198, ISSN 0033-295X, https://doi.org/10.1037/rev0000349

Nymberg, V.M. (2019). ‘Having to learn this so late in our lives…’ Swedish elderly patients’ beliefs, experiences, attitudes and expectations of e-health in primary health care. Scandinavian Journal of Primary Health Care, 37(1), 41-52, ISSN 0281-3432, https://doi.org/10.1080/02813432.2019.1570612

Rahiem, M.D.H. (2021). Remaining motivated despite the limitations: University students’ learning propensity during the COVID-19 pandemic. Children and Youth Services Review, 120, ISSN 0190-7409, https://doi.org/10.1016/j.childyouth.2020.105802

Santrock, J. W. (2014). Educational Psychology. New York: McGraw-Hill.

Sardiman, A. M. (2012). Interaksi dan Motivasi Belajar Mengajar. Jakarta: RajaGrafindo Persada.

Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2010). Motivation in Education: Theory, Research, and Applications. Upper Saddle River, NJ: Pearson.

Shi, H. (2020). End-to-End Navigation Strategy with Deep Reinforcement Learning for Mobile Robots. IEEE Transactions on Industrial Informatics, 16(4), 2393-2402, ISSN 1551-3203, https://doi.org/10.1109/TII.2019.2936167

Suárez, Á. (2018). A review of the types of mobile activities in mobile inquiry-based learning. Computers and Education, 118, 38-55, ISSN 0360-1315, https://doi.org/10.1016/j.compedu.2017.11.004

Sugiyono. (2019). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta.

Torre, G. De La (2020). Driverless vehicle security: Challenges and future research opportunities. Future Generation Computer Systems, 108, 1092-1111, ISSN 0167-739X, https://doi.org/10.1016/j.future.2017.12.041

Tse, W.S. (2019). Effects of video-based flipped class instruction on subject reading motivation. British Journal of Educational Technology, 50(1), 385-398, ISSN 0007-1013, https://doi.org/10.1111/bjet.12569