Influence of learning model and learning motivation to learning outcome of micro hydro power plant

This study aims to determine the effect of learning model and motivation toward the learning result of the training of Micro Hydro Power Plant (PLTMH) at Human resources development Centre of renewable Energy, Renewable Energy and Energy Conservation. The experimental method with the design of treatment by level 2 × 2 is used answer the research question how the influence of the learning model and the learning motivation toward the learning result of the training of Micro Hydro Power Plant (PLTMH). The result showed that the collaborative learning model can influence the learning result of the training of Micro Hydro Power Plant (PLTMH), while the learning motivation does not affect the learning result of motivation to learn in its effect on the learning result of PLTMH training. Based on the results of the study can be concluded that there is no signle learn ing model that provides better learning outcomes in the eyes of PLTMH training for all trainees with different learning motivation.


Introduction
Microhydro Power Plant (PLTMH) is one of the most needed power plants in mountainous areas of Indonesia as shown in figure 1, figure 2, and figure 3. The technical specifications of MHP equipment are tailored to the needs of the community where the MHP is constructed, as shown in table 1 Therefore, the education and training of PLTMH officers in Indonesia becomes very important to continue to be done in order to provide better service to the users or consumers. Nevertheless, the results of education and training (Diklat) of Micro Hydro Power Plant (PLTMH) Center for Human Resource Development Electricity, Renewable Energy and Energy Conservation (PPSDM KEBTKE) the last two low force shown by the average value of 67.6 or less satisfactory, while the graduation limit of PLTMH training is 71.0. The result of observation and interview with Widyaiswara diklat PLTMH concluded there are two main factors cause, that is: selection of training model which tend to monotone by Widyaiswara and motivation factor of PLTMH low training participant. The expository training model in Borkulo's view [1] cannot be used to achieve complex learning objectives. While Conway [2] considers that the differences in training participants in running memory and their intelligence are controlled by their logical knowledge and reasoning. Both of them said Walker [3] will determine the success of training participants in solving learning problems, especially analytical skills and to construct offered solutions. Motivation according to Walgito contains 3 (three) aspects: a state that encourages and readiness to move within the organism arising from physical needs, environmental conditions, mental state (thinking and memory); the treatment that arises and is directed by the circumstances; and the goals or objectives pursued by such behavior [4]. Therefore it is necessary to develop a learning model that can facilitate the interaction between the training participants and their learning environment as Banathy said [5]. Collaborative learning learning model may be an alternative in improving interaction in the PLTMH training process. The collaborative learning model according to Hennessy [6] as an environment for procedural problem solving in which talks between training participants are related to physical manipulation and feedback. The role of the Widyaiswara is crucial in our discussions, particularly the structure of tasks, their agenda and pedagogy to support learning through collaboration. This study aims to determine the effect of learning models and learning motivation on the learning outcomes of PLTMH training subject at the Center for Human Resources Development of Electricity, Renewable Energy and Energy Conservation.

Collaborative learning model
The theory of constructivism learns that everyone who learns actually has initial knowledge. However, the training participants tend to understand little and lose focus in the training process when Widyaiswara failed to use the learning model in accordance with the learning style of the training participants [7]. So knowledge is not passively transmitted from the beginning to the end of a teacher to the learners. Knowledge is built when learners are involved in the process of making meaning [8]. In other words collaborative learning provides an opportunity for learners to gain knowledge primarily by participating in social interaction, especially in the learning environment [9]. Collaborative learning at its core is learning from others and with others can encourage deeper learning in learners by creating groups with heterogeneous competency levels [10]. The collaborative learning model is also a pedagogical approach to facilitate the creation of meaningful learning experiences in the learning environment [11].

Motivation to learn
Motivation is said to Kelley is a more dynamic and nuanced conceptual system, while learning motivation is a more dynamic conceptual learning system in a person in his learning activiytas [12]. Keller, said that there are 4 (four) factors that influence the m0otibasi learn a person, (1) Attention, that is learning strategy chosen by the teacher who can generate and keep the curiosity and attract learners.
(2) Relevance, a learning strategy that supports the needs of participants, interest, and motives. Goal orientation as an important aspect of the relevance of learning. (3) Confidence, which is supported by clarity of learning objectives to be achieved learners. (4) Satisfaction, learners are encouraged to find ways that can drive them to learn intrinsically through pleasant feedback. In other words, the motivation 1234567890''"" to learn the participants of PLTMH training is an internal factor that can influence their participation in PLTMH training based on the learning design developed by Widyaiswara [13].

Methods
The total of sample in this research 66 people of PLTMH training consisting of 33 people who follow PLTMH training with expository learning model as control group, and 33 people follow PLTMH training with model of collaborative learning as experiment group. Both groups consisted of 53 people who have high learning motivation, and 13 people who have low learning motivation. Figure 1 shows the research design with experimental research method Treatment by level 2 x 2.    Table  1 shows the average of MHP scores based on the level of learning motivation and learning model. variance of two lane on line of learning model got significance value p = 0,384. The result of significance is greater than the value of significant level (α> 0.328). This shows that the score of learning outcomes of PLTMH training participants who attended the training with collaborative model of 81.21 higher than the average score of learning outcomes of PLTMH training participants who followed the training with exposure model of 78.87. This means that training activities that provide more opportunities to PLTMH training participants work in collaboration to solve learning problems more precisely than the use of expository model, where the training participants only listen to material described by Widyaiswara. This is in line with the results of Valdivia's study, et al that the learning outcomes with the collaborative learning model are higher in reasoning capacity and deduction than the training results with the expository model [14]. Implementation of collaborative learning model makes the training participants will better understand the subject matter diklat given by Widyasiswara. This is because collaborative learning models help training participants to utilize learning resources and skills for each other (asking for information on each other, evaluating ideas for each other, monitoring each other's work, and members in the group can actively interact with various experience and take on different roles). Each individual is interdependent and responsible to each other. This is in line with Kim's research results, that within the classroom, Widyaiswara many adopt formal learning, where the group of training participants can donate a large-scale project because someone will not be able to complete the work in the same timeframe. Large-scale projects maximize the group's thinking power, which produces more sophisticated and complex ideas, and turns capitalized on each student's training assets [15].

Discussions and conclusions
The result of the analysis of two-lane variance on the line of learning model and learning motivation got the significance value of p 0.852 ≠ 0, meaning there is no interaction between the use of learning model and the learning motivation in giving influence to the learning result of the training participants in the eyes of PLTMH training. This means that the learning outcomes of participants PLTMH training is more influenced by the use of learning models even though the training participants have high and low learning motivation. Learning motivation is not related to the model of learning, so that any learning model used by Widyaiswara, the learning outcomes of training participants get a good value. The absence of interaction between the learning model and the motivation to learn can be viewed from the side of the initial analysis of this study, especially in determining which internal factors that can affect the process and results of the MHP scheme. This is based on the results of House research which concludes that the use of instructional models of instructional collaborative design positive with the role of motivation participants training and confidence. This means not enough just to consider the motivation factors of training participants in general, but also the factor of confidence [16].
Based on the result of the research, it can be concluded that (1) Collaborative learning model can be used as an alternative in the PLTMH training process because the Collaborative learning model facilitates the training participants to understand the material given by collaborating with their group especially in finding the solution and making the decision. For Widyaiswara PLTMH training implementing Collaborative learning model should be able to guide the training participants to be able to utilize learning resources and skills of each other, monitor the work of each other, and members in the group can interact with each other. (2) Motivation to learn is an aspect that can be observed so that, in the implementation of PLTMH training both training providers, Widyaiswara and other related areas more review again in doing observations during training activities take place. The need for assessment of the training participants by fellow training participants in the hope that the training organizers can obtain good data and can perform a deeper analysis, especially the internal factors of training participants.