Simultaneously Boosting Motivation and Learning Outcomes: A Collaborative Classroom Action Research on the Problem-Solving Model in Grade 8th Social Studies

Abstract

Purpose of the study: Low levels of student motivation and Social Studies learning outcomes at Junior high school 14 Madiun have been attributed to the predominance of teacher-centered instructional methods. This study aims to analyze the implementation of the Problem-Solving instructional model in enhancing students’ motivation and Social Studies learning outcomes. Methodology: A Classroom Action Research (CAR) design was employed in two collaborative cycles involving 32 Class VIII-B students. Data were collected through observation, testing, documentation, and field notes. Quantitative data were analyzed using percentages and descriptive statistics, while qualitative data were analyzed through data reduction, presentation, and conclusion drawing. Main Findings: The implementation of the Problem-Solving model improved students' motivation and learning outcomes. Learning motivation increased from 62% in Cycle I to 78% in Cycle II, reaching the high category. The class average score rose from 65.6 in the pre-cycle to 73.8 in Cycle I and 82.5 in Cycle II, while classical mastery improved from 47% to 63%, and finally to 84% in Cycle II. Novelty/Originality of this study: Unlike prior studies that examined motivation and learning outcomes separately, this study simultaneously investigates both variables within a single collaborative Classroom Action Research design, offering a holistic and replicable instructional framework. These findings provide practical guidance for teachers to implement the Problem-Solving model to improve students' learning motivation and Social Studies learning outcomes.