“THE USE OF ARCS (ATTENTION, RELEVANCE, CONFIDENCE, SATISFACTION) METHODS TO IMPROVE STUDENT LEARNING OUTCOMES IN LEARNING DECISION MAKING THEORY”

Abstract

The purpose of this study was to find the illustration  about the implementation of the Attention, Relevance, Confidence, Satisfaction (ARCS) learning model and to find the mechanism of ARCS model implementation by the lecturer to improve student learning outcomes. The method used was  classroom action research (CAR) in three classes of Decision Making Theory courses. In the first cycle the results of the pre-test and post-test there was an average increase of 19.91%, while in the second cycle the results of the pre-test and post-test results increased an average of 19.82%., It  showed  there is consistency in achieving results in each cycle. Student learning outcomes from Scorer average Mid-Term Exam and Final-Exam, there was  an increase of 8.28% which obtained the final Passed result of 88.24%. This resulted in a decline in the number of Passed from the previous academic year by 5.95%. The final score planned in the classroom action research is the Final Score based on the individual Scoreper of students who got  a Score ≥ 65, as much as 72.27% which was distributed  by Score A, AB, B and BC. These results indicated  that the learning method with ARCS had succeeded in improving student learning outcomes in the course of Decision Making Theory.