his study aimed to determine the effect of the problem based learning model on motivation and learning outcomes of the Politeknik Pelayaran Sorong cadets. This type of research was a quasi-experimental design with Pretest-posttest nonequivalent control group design. The population of the study was 48 cadets of engine deparmet cadets of Politeknik Pelayaran Sorong.. The research sample was selected by double random sampling technique, one experimental class and one control class. Data collection used a questionnaire instrument to measure learning motivation and test instruments to measure learning outcome. The research data were analyzed with descriptive and inferential statistical analysis techniques. The average score of motivation after learning was 104.5 (high category) and the average score of learning outcomes was 86.50 (very high category).The results of inferential analysis used the learning motivation t-test obtained t count value of 1.84 and the t-test results of learning outcomes t arithmetic 4.56. Both of these results indicate that t arithmetic> t table (t table 1.67). This means that Ho was rejected and H1 was accepted. It could be concluded that there was an influence of the Problem Based Learning model on the motivation and learning outcomes of engine deparment cadets of Politeknik Pelayaran Sorong

1. The Influence of Problem Based Learning on Motivation and Learning
Outcomes on Control System Subject at the Engine Department Cadet
of Politeknik Pelayaran Sorong
herisutanto66@yahoo.com
Politeknik Pelayaran Sorong, Sorong, Indonesia
Abstract : This study aimed to determine the effect of the problem based
learning model on motivation and learning outcomes of the Politeknik
Pelayaran Sorong cadets. This type of research was a quasi-experimental
design with Pretest-posttest nonequivalent control group design. The
population of the study was 48 cadets of engine deparmet cadets of
Politeknik Pelayaran Sorong.. The research sample was selected by double
random sampling technique, one experimental class and one control class.
Data collection used a questionnaire instrument to measure learning
motivation and test instruments to measure learning outcome. The
research data were analyzed with descriptive and inferential statistical
analysis techniques. The average score of motivation after learning was
104.5 (high category) and the average score of learning outcomes was
86.50 (very high category).The results of inferential analysis used the
learning motivation t-test obtained t count value of 1.84 and the t-test
results of learning outcomes t arithmetic 4.56. Both of these results
indicate that t arithmetic> t table (t table 1.67). This means that Ho was
rejected and H1 was accepted. It could be concluded that there was an
influence of the Problem Based Learning model on the motivation and
learning outcomes of engine deparment cadets of Politeknik Pelayaran
Sorong.
Key words : Problem Based Learning, Learning Motivation, Learning Outcomes
In the learning system educators are required to be able to choose the right learning
method, choose and use learning facilities, be able to choose and use evaluation tools, be
able to manage learning in the classroom or in the laboratory, master the material, and
understand the character of students. In determining the learning strategy, the selection
of learning methods should be in accordance with the characteristics of the material and
students, in order to achieve the expected competence. If the learning method used is
appropriate, a conducive atmosphere will be created, and learning objectives will be
more easily achieved.
The results of observations at the Politeknik Pelayaran Sorong obtained data that cadets
tend to be less active and less motivated to learn and the average graduation rate is still
less than 60%. The low achievement of cadet competence is possible due to the learning
process that is more centered on lecturers, cadets are less able to develop their own
concepts, cadets are given less space to express their creative thinking so that cadet
participants are passive in learning. One learning model that can activate and meet the

2. learning needs of cadets is the PBL (Problem Based Learning) model. PBL is a learning
model that learns students in developing thinking skills and problem solving skills,
while simultaneously training students' independence (Bound & Felleti in Husnidar et al,
2014). The PBL model is an influential way of inquiry-based learning in which students
use authentic problems as a context for in-depth investigation of what they need and
what needs to be known. Problem-based learning differs from conventional teaching on
cadets, faced with a description of a new situation or event, required to define their
learning needs and questions so that they can be reached to understand the situation or
event. Problem-based learning is an educational approach that challenges cadets to
work cooperatively in groups to find solutions to real-world problems and problems
developing skills to become independent students (Akçay, 2009) The application of this
PBL model is intended to determine the ability to develop thinking skills, solving skills
problems, train for independence, study motivation, and learning outcomes for cadets.
In this learning cadets learn how to use concepts and processes of interaction to assess
what they know, cadets can foster creative thinking skills to solve problems, act as
problem solvers and in learning constructed thought processes, group work,
communicating and motivating each other. Sungar (2006) states that lecturers in
polytechnics who use PBL can improve students' academic competence by teaching
them how to learn.The PBL strategy is different from other learning strategies because
it places students at the center of authentic, and authentic problems. The PBL model has
three main characteristics: 1) involve students as stakeholders in problem situations; 2)
organizing curricula around holistic issues, enabling learners' learning in relevant and
connected ways; and 3) creating a learning environment where the teacher trains
students' thinking and guides students in their own thoughts, and facilitates a deeper
level of understanding. PBL provides authentic experiences that promote active
learning, support constructing knowledge, and naturally integrate school learning with
real life, also integrating various disciplines.
Cadets are involved in solving problems, identifying the root causes and conditions
needed for good solutions, pursuing meaning and understanding, and becoming an
independent cadet. Lecturers use real-world problems and play roles such as training
them to learn to investigate, question, and challenge students' thinking. Lecturers are
problem solvers who are models of interest and enthusiasm for learning and also
cognitive trainers who foster an environment that supports open inquiry. As lecturers
develop teaching and learning patterns, they have clear goals for each event, and the
aim is to support students' thinking at different levels. As lecturer trainers help cadets
achieve this goal, they anticipate the insertion of important instructions and
assessments at critical points during the investigation of the problem (Akçay, 2009).
There are six important aspects in implementing PBL, namely: 1) the role of the
problem; 2) the role of the lecturer; 3) student roles; 4) the role of thinking skills; 5) the
role of social interaction; and 6) the role of the assessment. Barrows (in Schools, 2007)
proposes the taxonomy of PBL methods and determines three main variables in PBL,
namely: 1) the design and format of the problem, 2) the extent to which learning is
directed by lecturers or students directed, and 3) the order in which problems are
offered and information was obtained. Colburn (2000) suggests that lecturers in an PBL
atmosphere should: 1) Ask open-ended questions 2) Wait for students to respond to the
questions and give time to process 3) Repeat or summarize student ideas, but don't