Development of Motivation Scale for Students in Problem-Based Learning Model

: This study aims to develop an instrument for measuring students' learning motivation in the Problem-Based Learning (PBL) setting as one of the indicators of the success of teaching methods in higher education. The method used was Research and Development following the steps outlined by Plomp & Nieveen (2013). The scale development process followed the DeVellis model. Data analysis in this study included content analysis measured using S-CVI, construct analysis measured using product moment, and reliability analysis measured using Cronbach’s alpha. Content validity was assessed by 4 experts, while construct validity was assessed with a sample size of 312 participants. The developed scale comprises 25 valid and reliable items and meets aspects of relevance, accuracy, and practicality. Therefore, this instrument can be utilized to measure students' learning motivation in problem-based learning contexts. There are four aspects measured through this instrument: choice of task, effort, persistence, and achievement.


Introduction
Motivation in learning is a fundamental aspect of the educational process as it drives individuals forward in their acquisition of knowledge and skills (Chen, 2017).Tang (2022) asserts that learning motivation is an important internal drive that guides students' learning activities.Without sufficient learning motivation, learning can become tedious and educational goals may remain unattainable.Furthermore, differences in learning motivation will inevitably affect learning outcomes for each individual.Therefore, it is crucial to understand the urgency of learning motivation for educators, parents, and students themselves (Filgona et al., 2020).
Additionally, Hafizoglu & Yerdelen (2019) add that learning motivation is a key factor in creating a productive learning environment.One of the primary dimensions of learning motivation is intrinsic motivation, which arises from a genuine interest or passion for a particular subject or activity.Augustyniak et al., (2016) further note that when learners have intrinsic motivation, they are driven by curiosity and enjoyment of the learning process itself, rather than by external rewards or pressure.In contrast, extrinsic motivation stems from external factors such as grades, praise, or tangible rewards.Although extrinsic motivation may be effective in the short term, it may not sustain a love for learning in the long term (Liu et al., 2020).Shin et al., (2018) in their research state that students who are intrinsically motivated are driven by an inner desire to learn and grow, thus tend to achieve good outcomes in learning.Among various learning approaches, problem-based learning (PBL) has garnered attention as a potential method to significantly stimulate students' learning motivation (Fukuzawa et al., 2017).PBL, known for its emphasis on real-world problem-solving as the basis of learning (Heong et al., 2020), involves a systematic shift of the educator's role to the learner (Trullas et al., 2022).This means individuals actively engage in the learning process, practicing and mastering various skills.Those actively engaged in this learning process are guided, mentored, and monitored by instructors in the classroom.Instructors have the task of presenting problems that will be responded to by students, both individually and in groups.The systematic nature of PBL is based on solving either simulated or real-life problems, which tend to be generally unstructured and open (Kumar & Kogut, 2006).
PBL is an instructional method centered on students, aiming to stimulate motivation.Wijnen et al., (2018) argue that one specific goal of PBL is to cultivate intrinsic motivation in students.The PBL method is recommended to enhance learning motivation because active collaboration occurs to investigate and discuss the raised issues.The premise is that the more students are involved in discussions, the greater their motivation to demonstrate themselves and seek learning resources for discussion (Fukuzawa et al., 2017).
The description of learning motivation and PBL above illustrates the importance of developing students' learning motivation through PBL conducted by educators.One way to assess the level of student learning motivation in PBL is by using instruments.Apart from being used to determine the initial level of student learning motivation, these instruments also serve to measure the success of PBL in relation to student learning motivation.Therefore, the development of a learning motivation scale appropriate to the PBL context can assist educators in monitoring and measuring student motivation levels more accurately and identifying areas that need further attention.
Until now, there have been developments of learning motivation scales for students, including adolescents and university students; however, these developments have primarily focused on learning motivation in general rather than within the context of PBL.For instance, Anugraheni et al., (2019) developed a learning motivation scale for adolescents, specifically high school students, which focused solely on one variable: learning motivation, without specifying its sources.Subsequently, Sudibyo et al., (2017) developed a questionnaire on physics learning motivation aimed at students in physics education, yet without referring to any particular teaching approach.Similarly, Yuniarto (2017) developed a learning motivation instrument for mathematics education students, specifically those in basic physics courses, without connecting it to any specific teaching approach.In contrast to these previous developments, this research aims to measure learning motivation within the context of PBL.This is considered crucial as educators are required to optimize student competencies through their chosen teaching approaches, particularly in PBL.
Developing a learning motivation scale within the context of PBL can provide valuable insights into what motivates students to actively engage in problem-based learning.This may assist educators in identifying aspects that can enhance or hinder student learning motivation and in designing strategies or approaches to create a more supportive learning environment.With a better understanding of learning motivation aspects in PBL, educators can design more relevant and optimal learning experiences for their students.Therefore, this research aims to produce an instrument for measuring student learning motivation within the context of problem-based learning (PBL) as a benchmark for the success of teaching methods in higher education.

Research Method
This research method uses research and development using educational design research.According to Plomp & Nieveen (2013), "educational design research is a research design appropriate to develop research-based solutions to complex problems in educational practice or to develop or validate theories about learning processes, learning environments and the like." This study was carried out through three main stages following Plomp and Nieveen:  (1) Preliminary research, (2) Prototyping stage, and (3) Assessment phase.Each stage is described as follows: (1) Preliminary research In this stage, we collected data related to students' learning motivation.We found that students' learning motivation varied when PBL was applied. (

2) Prototyping Stage
In this stage, we developed the instrument based on theoretical concepts.Specifically, we crafted a learning motivation instrument for students engaged in the problem-based learning model, intended for students in teacher education faculties (prospective teachers).In this prototyping phase, the researcher ensured the incorporation of relevant aspects of learning motivation.To construct the prototype instrument, the researcher followed DeVellis's model ( 2017) for scale development, which included the following proceduresDeVellis ( 2017): 1) Determining the aims of Measure, initially defining what is being measured.When establishing objectives, it is necessary to basing measurements on substantive theory (developed in specific and limited areas).2) Generating an Item Pool, where developers prepare to create the instrument.It is important to ensure that items created reflect measurement goals or are aligned with what is being measured.Attention is also given to the number of items produced and the use of favorable or unfavorable items.3) Determining the Format for Measurement, the third step involves determining the format to be used by the developer.4) Having the Initial Item Pool Reviewed by Experts, the fourth step entails seeking assistance from experts who possess extensive knowledge to review and evaluate the items already prepared.This includes assessing content validity.5) Considering Inclusion of Validation Items, the inclusion of validation items comprises items whose validity has already been tested.6) Administering Items to a Development Sample, after the items have been tested for construct validity and validated items included, the developer manages items considering the sample size.7) Evaluating the Items, after the initial item pool has been developed, scrutinized, and tested on a large and representative sample, the next step is to evaluate each item until the expected items suitable for scale formation are identified.8) Optimizing Scale Length, the final step involves obtaining a set of items with acceptable reliability.

(3) Assessment phase
In the Assessment Phase, content validity and construct validity tests were conducted.Content validity test was carried out with guidance and counseling experts, while construct validity testing was conducted with a sample of students.The instrument's adequacy based on expert input considered three aspects: relevance, accuracy, and practicality (Plomp & Nieveen, 2013).The instrument's adequacy based on user feedback was analyzed using the Content Validity Index (CVI) for each aspect (Lawshe, 1975;Lynn M. R., 1986;Polit & Beck, 2006).
The content validity assessment involved four Guidance and Counseling experts who met the following criteria: holding a minimum master's degree in guidance and counseling and being competent in scale development.The construct validity assessment involved 312 students from the Faculty of Teacher Training and Education (FKIP) at Universitas Sebelas Maret (UNS).
Data were collected using expert assessment questionnaires.Experts rated each item using a Likert scale, a fundamental psychometric tool commonly used in educational and social science research.(Beglar & Nemoto, 2014;Joshi et al., 2015Spenner, 1990).The alternative responses include 1 (strongly irrelevant), 2 (less relevant), 3 (relevant) and 4 (strongly relevant) Each statement item was rated on a four-point scale based on three criteria: relevance, accuracy, and practicality (Plomp & Nieveen, 2013).
The results of the instrument's content validation by the four experts were divided into three aspects: relevance, accuracy, and practicality.These results were then processed and calculated using the Content Validity Index (CVI).The CVI was calculated based on the values provided by the four guidance and counseling experts using a four-point Likert scale interpretation, where 1 signifies "not suitable at all," 2 "not suitable," 3 "suitable," and 4 "highly suitable."Subsequently, the ordinal scale was converted into a dichotomous value of 0 and 1 to be processed using the CVI approach.Ordinal scales 1 and 2 were categorized as 0, while ordinal scales 3 and 4 were categorized as 1 (Polit & Beck, 2006).

Results and Discussion
The results of this study are presented in accordance with the stages of development outlined by Plomp & Nieveen (2013) as follows: (1) Preliminary Research The preliminary research phase was conducted through observation.When the researcher implemented PBL in the lecturing process, students exhibited behaviors such as chatting, using their mobile phones, sleeping, or working on other tasks.These behaviors indicated low learning motivation.Some students, however, were observed to actively listen to explanations, earnestly work on cases, and actively engage in discussions with their groups.However, the level of learning motivation could not be precisely measured due to the lack of specific measurement tools related to learning motivation in PBL, particularly for students.

(2) Prototyping Stage
The prototyping stage involved the development of the instrument.The aspects used in this instrument's development were derived from Schunk et al., (2014), comprising 1) choices of task, 2) efforts, 3) persistence, and 4) achievement.Below is the blueprint description of the learning motivation instrument.

Table 1. Instrument Blueprint (3) Assessment phase
The assessment phase was conducted using Content Validity Index (CVI) analysis.The data were analyzed based on input from four content experts, focusing on three aspects: relevance, accuracy, and practicality.In addition to content validity testing by experts, construct validity testing was also performed on a sample of students.The following is a description of the results of the content validity and construct validity analyses.Content validity testing using the CVI approach was conducted by calculating the validity of each statement item (I-CVI) and the content validity of all items (S-CVI).The I-CVI was obtained by dividing the number of items that received a rating of 1 by the total number of raters.Subsequently, the S-CVI was calculated by averaging the I-CVI scores.The study is considered relevant if it achieves a minimum CVI value of 1.00 with 3-5 raters (Lynn M. R., 1986;Polit & Beck, 2006).
As shown in Table 1, the results showed an I-CVI of 1.00 for relevance, 1.00 for accuracy, and 1.00 for practicality.Meanwhile, the S-CVI value for all three aspects was 1.00.The acceptance criteria for CVI by 4 experts are at least 1.00 (Lynn M. R., 1986;Polit & Beck, 2006).Therefore, it can be concluded that the validation results and the calculated I-CVI for each aspect and S-CVI were considered relevant.Furthermore, interpreted results of the content validity indicate that the development of the Learning Motivation Scale for Students in Problem-Based Learning (PBL) Model is valid or relevant.
Construct validity results, calculated using SPSS 27 with product moment, indicated significant validity for all 25 statement items.The instrument is considered valid if the significance value is < 0.05 (Ghozali, 2007).Consistent with this, Azwar (2000) states that if the index value falls within the range of 0.4 -0.8, then the instrument is considered to have moderate validity.The results of the validity test can be seen in the following table, where 24 instruments obtained a value of 0.000 < 0.05 and 1 instrument obtained a value of 0.008 < 0.05.Below are the results of the construct validity test for the learning motivation scale instrument for students in problem-based learning model.

Construct validity test result
After conducting the construct validity test, the instrument was then subjected to reliability test.This reliability test was performed to assess the consistency of the instrument, ensuring that consistent results are obtained when the instrument is used.An instrument is considered reliable if the obtained value is greater than 0.60 (Ghozali, 2007); the same opinion is also expressed by Yusup (2018), categorizing instruments as reliable if they obtain a value > 0.60.Reliability test was analyzed using Cronbach's alpha with SPSS.Below are the results of the instrument's reliability test.

Discussion
Learning motivation is an essential internal drive that guides students' learning activities (Tang, 2022).It plays a crucial role in the learning process, as motivation compels individuals to learn diligently to achieve learning goals (Sugiyanto et al., 2020).Learning motivation comprises intrinsic and extrinsic motivation.Extrinsic motivation involves external factors such as grades and rewards, while intrinsic factors include academic interest, competence, and relevance (Douglass & Morris, 2014).The Problem-Based Learning (PBL) model has garnered attention as a potential method to significantly stimulate students' learning motivation (Fukuzawa et al., 2017).
PBL is a learning method where relevant problems are presented to students at the beginning of the learning process, which are then used as the context and motivation for subsequent learning (Prince, 2004).Argaw et al., (2017) stated that PBL is considered an excellent alternative learning method for improving students' academic achievement.Through PBL, students collaboratively take responsibility for solving relevant problems in their field, thereby stimulating intrinsic motivation (Fukuzawa et al., 2017).
The results of this study reflect the importance of developing a learning motivation scale instrument within the PBL framework.The items in the instrument were structured based on indicators to assess students' learning motivation in the context of PBL, which were then validated to determine the validity of the items.Initially, there were 25 items in the instrument, and after conducting content validity testing, it was found that the items were relevant, with an S-CVI of 1.00 as indicated by the four guidance and counseling experts, signifying the relevance of all items.The validity test result also relies upon validators' views, which could be reflected in the analysis process (Iskandar & H, 2017).This indicates that the 25 items that have undergone content validity testing by four experts received positive and valid feedback.
Once deemed valid based on content validity testing, construct validity testing is conducted The construct validity test of the instrument was conducted by involving 312 students from the Faculty of Teacher Training and Education (FKIP) at UNS.The results of the construct validity test showed that all 25 items were valid based on product moment analysis.Subsequently, a reliability test was conducted using Cronbach's alpha with SPSS, resulting in a coefficient of 0.905, indicating that the 25 items are reliable.Based on the content validity, construct validity, and reliability tests, it can be concluded that the learning motivation instrument for students in the problem-based learning (PBL) model is a valid and reliable measurement tool for use.
The findings of this research illustrate an instrument that can be utilized by researchers to uncover students' learning motivation in the problem-based learning (PBL) model.By measuring students' learning motivation in PBL, we can determine the level of enthusiasm students have when participating in the problem-based learning model.Previous studies have shown that PBL has significantly positive effects on students' motivation to attend and participate in course tasks.The results of this study contribute to educational science by providing a reference instrument for measuring students' learning motivation in the problem-based learning (PBL) model.This research outcome can also be utilized by instructors to assess the level of students' learning motivation in the PBL learning process and can be correlated with other variables.

Conclusion
This study has produced a scale of learning motivation in problem-based learning (PBL) comprising 25 valid and reliable items.The instrument was developed to measure students' motivation in problem-based learning (PBL).There are four aspects measured through this instrument: choice of task, effort, persistence, and achievement.The validity of the content was measured using S-CVI, while construct validity was tested using SPSS, and reliability was assessed using Cronbach's alpha.The instrument is now ready for use.

Recommendation
For instructors, they can utilize this instrument to assess the level of students' learning motivation in the PBL learning model.For students, this instrument can be used to enhance learning motivation through the PBL model based on the measurement results.For future researchers, this study can be used as one of the variables that can be compared with other variables to determine relationships, influences, comparisons, correlations, or the effectiveness of a learning model.