scholarly journals PENGEMBANGAN MODEL PEMBELAJARAN BERBASIS MASALAH UNTUK MENINGKATKAN MOTIVASI BERPRESTASI WARGA BELAJAR PROGRAM PENDIDIKAN KECAKAPAN HIDUP

2011 ◽  
Vol 6 (1) ◽  
pp. 30-41
Author(s):  
Iis Prasetyo ◽  
Sutaryat Trisnamansyah
Keyword(s):  
Achievement Motivation ◽  
Problem Based Learning ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Model Control ◽  
Before And After ◽  
Equivalent Control ◽  
Development Approach ◽  
Conventional Models

This study aimed to develop a model of problem-based learning to increase the achievement motivation of the participants of life skills education programs and to examine the effectiveness of the learning model in accelerating the achievement motivation. The research conducted in Kemloko, Srimartani village, Piyungan Sub-district, Bantul, in the Province of Yogjakarta, employed research and development approach in an oyster mushroom cultivation training. The try out of the model used experimental design (quasi experiment - a non equivalent control group design), with 20 people for each group. The results showed that there is no difference in achievement motivation scores before and after training (p = 0.385) in the control group after an average of different test score achievement motivation, while there are differences in achievement motivation scores before and after training (p = 0.001). Effectiveness test also showed significant differences between the control and treat-ment groups (p = 0.012) so that the problem-based learning model is effective to increase achievement motivation compared to the conventional models (model control class).

scholarly journals Keefektifan Model Problem Based Learning dan Motivasi Berprestasi Siswa dalam Pencapaian Prestasi Belajar Fisika

2019 ◽  
Vol 4 (1) ◽  
pp. 35-54
Author(s):  
I Made Yuda Suryawan ◽  
I Wayan Santyasa ◽  
I Gede Aris Gunadi
Keyword(s):  
Student Achievement ◽  
Achievement Motivation ◽  
Problem Based Learning ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Learning Achievement ◽  
Group Design ◽  
Post Test ◽  
Equivalent Control

ABSTRAKSI: Penelitian ini mendeskripsikan pengaruh interaktif antara model pembelajaran dan motivasi berprestasi terhadap prestasi belajar Fisika. Penelitian menggunakan kuasi eksperimen dengan desain pre-test dan post-test non-equivalent control group design. Populasi penelitian adalah siswa Kelas X MIPA SMAN (Matematika dan Ilmu Pengetahuan Alam, Sekolah Menengah Atas Negeri) 1 Kubutambahan di Bali, Indonesia, yang terdiri dari empat kelas atau 130 orang. Data dianalisis menggunakan analisis deskriptif dan analisis kovarian dua jalur. Hasil penelitian mengungkapkan bahwa prestasi belajar siswa diakibatkan oleh perbedaan model pembelajaran. Prestasi belajar yang lebih tinggi diraih oleh siswa yang menerima perlakuan model PBL (Problem Based Learning atau Pembelajaran Berbasis Masalah). Perbedaan prestasi belajar siswa juga diakibatkan oleh perbedaan motivasi berprestasi. Prestasi belajar yang lebih tinggi diraih oleh siswa yang memiliki MBT (Motivasi Berprestasi Tinggi). Akhirnya, ada pengaruh interaktif antara model pembelajaran dan motivasi berprestrasi terhadap prestasi belajar siswa. KATA KUNCI: Model Pembelajaran; Prestasi Belajar; Motivasi; Matapelajaran Fisika. ABSTRACT: “Effectiveness of the Problem Based Learning Model and Student Achievement Motivation in Gaining the Physics Learning Achievements”. The research describes the interactive influence between model of learning and achievement motivation toward Physics learning achievement. The research used a quasi experimental study with pre-test and post-test non-equivalent control group design. The population of this study were the students of Class X Mathematics and Sciences at the Public Senior High School 1 Kubutambahan in Bali, Indonesia, consisted of four classes or 130 people. Data were analyzed using descriptive analysis and two-ways analysis of covariance. The results of this study reveal that the student achievement is due to the differences in learning models. Higher learning achievement was achieved by students who received treatment of PBL (Problem Based Learning) model. The differences in student achievement are due to also the differences in achievement motivation. Higher achievement of learning achieved by students who have high achievement motivation. Lastly, there are the interactive influences between learning model and achievement motivation towards the student achievement.KEY WORD: Learning Model; Learning Achievement; Motivation; Physics Subject.    About the Authors: I Made Yuda Suryawan, S.Pd. adalah Mahasiswa Jurusan Pendidikan Fisika FMIPA UNDIKSHA (Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Pendidikan Ganesha) di Singaraja 81116, Bali, Indonesia. Prof. Dr. I Wayan Santyasa dan Dr. I Gede Aris Gunadi adalah Dosen di Jurusan Pendidikan Fisika FMIPA UNDIKSHA di Singaraja 81116, Bali, Indonesia. Untuk kepentingan akademik, alamat emel penulis adalah: [email protected], [email protected], dan [email protected] Citation: Suryawan, I Made Yuda, I Wayan Santyasa I Gede Aris Gunadi. (2019). “Keefektifan Model Problem Based Learning dan Motivasi Berprestasi Siswa dalam Pencapaian Prestasi Belajar Fisika” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Volume 4(1), Maret, pp.35-54. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Article Timeline: Accepted (November 10, 2018); Revised (January 15, 2019); and Published (March 30, 2019).

scholarly journals Pengaruh Model Problem Based Learning terhadap Higher Order Thinking Skills Peserta Didik

2018 ◽  
Vol 6 (3) ◽  
pp. 371
Author(s):  
Febry Royantoro ◽  
Mujasam Mujasam ◽  
Irfan Yusuf ◽  
Sri Wahyu Widyaningsih
Keyword(s):  
Problem Based Learning ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Control Group ◽  
Control Group Design ◽  
Higher Order Thinking Skills ◽  
Group Design ◽  
Equivalent Control ◽  
Conventional Models

Higher Order Thinking Skills (HOTS) sangat diperlukan oleh peserta didik guna meningkatkan kemampuannya dalam mengatasi masalah pembelajaran. Hasil observasi menunjukkan bahwa masih banyak peserta didik di SMA Negeri 1 Manokwari yang mengalami kesulitan dalam memahami konsep fisika yang menurut mereka rumit. Salah satu model pembelajaran yang dapat melatih kemampuan berpikir peserta didik atau HOTS melalui penyelesaian masalah yaitu Problem Based Learning (PBL). Tujuan penelitian ini adalah menganalisis apakah terdapat pengaruh yang signifikan HOTS peserta didik yang diajar menggunakan model PBL dengan yang diajar menggunakan model konvensional. Metode yang digunakan yaitu Quasi Eksperimental dengan Non Equivalent Control Group Design. Teknik purposive sampling digunakan dalam pemilihan sampel yaitu Kelas XI IPA 2 sebagai kelas eksperimen yang berjumlah 24 orang dan kelas XI IPA 5 sebagai kelas kontrol yang berjumlah 32 orang. Hasil analisis uji prasyarat diperoleh bahwa data nilai HOTS peserta didik tidak terdistribusi normal dan tidak homogen sehingga dilakukan uji non parametrik wilcoxon. Nilai rata-rata HOTS peserta didik pada kelas eksperimen dan kontrol ditinjau dari aspek kognitif menganalisis 35,6 dan 32,6, mengevaluasi 60,8 dan 63,3, serta mengkreasi 32,3 dan 16,9. Nilai signifikansi uji wilcoxon sebesar 0,000 (sig 2-tailed < 0,05) yang menunjukkan bahwa terdapat pengaruh yang signifikan HOTS peserta didik yang diajar menggunakan model PBL dengan yang diajar menggunakan model konvensional. Dapat disimpulkan bahwa model pembelajaran PBL berpengaruh terhadap HOTS peserta didik. Higher Order Thinking Skills (HOTS) is needed by students to improve their ability to overcome learning problems. The results of the observation show that there were still many students in SMA Negeri 1 Manokwari who have difficulties in understanding the concept of physics which they think is complicated. One learning model that can train students' thinking skills or HOTS through problem solving is Problem Based Learning (PBL). The purpose of this study was to analyze whether there was a significant influence of HOTS students that were taught using PBL models with those taught using conventional models. The method used was Quasi-Experimental with Non-Equivalent Control Group Design. The purposive sampling technique was used in the selection of samples, namely Class XI Science 2 as an experimental class totalling 24 people and class XI IPA 5 as a control class totalling 32 people. The results of the prerequisite test analysis showed that the HOTS valuesof students were not normally distributed and were not homogeneous so that the non parametric test of Wilcoxon was carried out. The average score of HOTS of students in the experimental and control classes viewed from the cognitive aspect analyzed 35.6 and 32.6, evaluated 60.8 and 63.3, and created 32.3 and 16.9. Wilcoxon tested significance value was 0,000 (sig 2-tailed <0,05) which shows that there was a significant influence of HOTS students that were taught using PBL models with those taught using conventional models. It can be concluded that PBL learning models affect HOTS students.

scholarly journals IMPLEMENTATION OF PROBLEM-BASED LEARNING AND GROUP INVESTIGATION (PBL GO-IN) TO IMPROVE VOCATIONAL STUDENTS’ COMPETENCE

2019 ◽  
Vol 2 (1) ◽  
pp. 47
Author(s):  
Hendy Purnomo ◽  
Budi Santosa ◽  
Fatwa Tentama
Keyword(s):  
Problem Based Learning ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Problem Situations ◽  
Experimental Implementation ◽  
Before And After ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
Implementation Method

The purpose of this study was to determine the effectiveness of a combination of problem-based learning and group investigation (PBL Go-In) methods on the competence of the Motorcycle Engineering and Business Program students. This study is an experimental implementation method using quasi-experimental design with a non-equivalent control group design. The results of the study obtained the application of the PBL Go-In model consisting of 7 stages, namely, presentation of problem situations, investigation and exploration, formulation of tasks, learning activities, analysis of progress, presentation, and assessment. The results of the analysis suggest that there are differences in the level of competency of students before and after the PBL Go-In method is implemented. The percentage of students passing minimum grade of 75 before treatment was 8.7%, and after treatment became 82.6%. Thus, it can be said that PBL Go-In learning model is potential to improve the students competence.

scholarly journals Efektivitas Model Pembelajaran Problem Based Learning dan Inquiry terhadap Hasil Belajar Instalasi Tenaga Listrik

2020 ◽  
Vol 11 (1) ◽  
pp. 76-93
Author(s):  
Anita Kurniawati Hartina ◽  
Endi Permata ◽  
Mohammad Fatkhurrokhman
Keyword(s):  
Effect Size ◽  
Model Problem ◽  
Problem Based Learning ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Equivalent Control

Dilakukannya penelitian ini meliputi latar belakang berdasarkan rendahnya hasil belajar siswa untuk mata pelajaran instalasi tenaga listrik kelas XII program keahlian Teknik Ketenagalistrikan di SMK PGRI 1 Kota Serang. Tujuan atas pelaksanaan penelitian ini ialah untuk mengetahui: (1) Bagaimana efektivitas model pembelajaran problem based learning dibandingkan model konvensional pada hasil belajar instalasi tenaga listrik siswa, (2) Bagaimana efektivitas model pembelajaran inquiry dibandingkan model konvensional pada hasil belajar instalasi tenaga listrik siswa, (3) Bagaimana perbedaan efektivitas  model pembelajaran problem based learning, model pembelajaran inquiry dan model konvensional terhadap hasil belajar instalasi tenaga listrik siswa. Pada kegiatan penelitian ini digunakannya metode penelitian quasi eksperiment pada desain penelitian non equivalent control group design. Instrumen pengumpul data untuk digunakan dalam penelitian ini adalah soal tes hasil belajar instalasi tenaga listrik (pretest dan posttest). Teknik analisis data pada penelitian ini memakai uji Anova Satu Jalur. Uji beda rata-rata dihasilkan nilai sig.< 0,05 yakni menunjukkan bahwa adanya perbedaan rata-rata dari ketiga kelompok. Efektivitas model pembelajaran Inquiry lebih efektif untuk meningkatkan hasil belajar siswa, diperlihatkan dengan nilai effect size sebesar 0,97 sedangan untuk model Problem Based Learning sebesar 0,33. Berdasarkan pada hasil tersebut bisa disimpulkan untuk model pembelajaran Inquiry lebih efektif dibandingkan model konvensional terhadap hasil belajar instalasi tenaga listrik siswa, model Problem Based Learning lebih efektif dibandingkan model konvensional terhadap hasil belajar instalasi tenaga listrik siswa, dan model Inquiry lebih efektif dibandingkan model Problem Based Learning terhadap hasil belajar instalasi tenaga listrik siswa.   

scholarly journals PROBLEM-BASED LEARNING WITH A SCIENTIFIC APPROACH AS A SOLUTION TO DEVELOP STUDENTS' MATHEMATICS LEARNING OUTCOMES

MaPan ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 49
Author(s):  
A. Riska Atika ◽  
Ridwan Idris ◽  
Andi Ika Prasasti Abrar ◽  
Ahmad Farham Majid
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Average Value ◽  
Scientific Approach ◽  
Equivalent Control

Abstract:This study aims to understand the influence of the problem-based learning model with a scientific approach to grade VIII students' mathematics learning outcomes at SMP Negeri 1 Sungguminasa. This research uses a quasi-experimental method with a non-equivalent control group design. This research collected its research data through the distribution of observation sheets and learning achievement tests. Based on the descriptive statistical analysis results that the average value of student learning outcomes by using the problem-based learning model is 78.7, and the standard deviation is 7.21, while the average value of student learning outcomes without the problem-based learning model treatment is 72.19, and the standard deviation is 7.01. The results of the inferential analysis indicate the significant value (2-tailed) of 0.003 < 0.05, signifying a rejected H0. For that reason, this research concludes that there is a significant difference in grade VIII students' mathematics learning outcomes at SMP Negeri 1 Sungguminasa when the problem-based learning model with a scientific approach is implemented.Abstrak:Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaraan berbasis masalah dengan pendekatan saintifik terhadap hasil belajar matematika siswa kelas VIII SMP Negeri 1 Sungguminasa. Jenis penelitian yang digunakan adalah quasi eksperimen dengan desain penelitian non equivalent control group design. Instrumen yang digunakan adalah lembar observasi dan tes hasil belajar. Berdasarkan hasil analisis deskriptif menunjukkan bahwa nilai rata-rata hasil belajar siswa menggunakan model problem based learning adalah sebesar 78,7, dan standar deviasinya 7,21, sedangkan rata-rata hasil belajar siswa yang tidak menggunakan model problem based learning adalah 72,19, dan standar deviasinya 7,01. Hasil analisis inferensial menunjukkan nilai signifikan (2-tailed) sebesar 0,003 < 0,05, yang berarti H0 ditolak. Dapat disimpulkan bahwa terdapat perbedaan dalam hasil belajar matematika siswa kelas VIII di SMP Negeri 1 Sungguminasa ketika menerapkan model pembelajaran berbasis masalah dengan pendekatan saintifik.

scholarly journals Pengaruh Model Pembelajaran Berbasis Masalah Berbantuan Alat Peraga Tiga Dimensi Terhadap Hasil Belajar Fisika Peserta didik Tahun Pelajaran 2017/2018

2018 ◽  
Vol 4 (2) ◽  
pp. 283
Author(s):  
Pitriah Pitriah ◽  
Sutrio Sutrio ◽  
Muhammad Taufik
Keyword(s):  
Three Dimensional ◽  
Problem Based Learning ◽  
Sampling Technique ◽  
Learning Outcome ◽  
Learning Model ◽  
Choice Test ◽  
Control Group ◽  
Control Group Design ◽  
Physics Learning ◽  
Equivalent Control

This study aims to determine the effect of problem-based learning model with three dimensional figure toward physics learning outcome of students in grade  XI SMAN 1 Gerung. This type of research is quasi experiment with non-equivalent control group design, which sample using purposive sampling technique, so that obtained class XI MIPA 5 as experiment class and class XI MIPA 4 as control class. The instrument used is a multiple choice test of 25 questions that have been tested for validity, reliability, level of difficulty, and different power of problems. The learning data of the two classes is normally distributed and homogeneous. Technique of data analysis using the parametric statistic test formula t-test polled variance with a significant level 5 % and obtained. Based on the result, it can be concluded that there is the effect of treatment of problem based learning model with three dimensional figure toward physics learning outcome of students.

scholarly journals Pengaruh Model Guided Inquiry dan Problem-Based Learning terhadap Pemahaman Konsep Siswa

2021 ◽  
Vol 26 (1) ◽  
pp. 78-88
Author(s):  
Elvara Norma Aroyandini ◽  
Muhammad Nilzam Aly ◽  
Nur Hamid ◽  
Annisa Firanti ◽  
Dwi Muhidin Pahlefi
Keyword(s):  
Environmental Pollution ◽  
Conceptual Understanding ◽  
Problem Based Learning ◽  
Learning Model ◽  
Control Group ◽  
Guided Inquiry ◽  
Control Group Design ◽  
Gain Scores ◽  
Quasi Experimental ◽  
Equivalent Control

This study aims to determine the influence of the guided inquiry model and problem-based learning on the conceptual understanding of class VII A and VII K students of State Tsanawiyah Madrasa (MTs N) 3 Sragen on environmental pollution material. This research is a quasi-experimental research with a non equivalent control group design. After being treated with the guided inquiry model, the average of students' learning outcomes was 89.5, while the problem-based learning model was 88.3. To prove that there is an effect of the two models on students' conceptual understanding, a paired sample t-test was conducted, in which the two classes showed a significance <0.05 so that H1 was accepted or H0 was rejected. Its means that the two models influence students' conceptual understanding of environmental pollution material. The guided inquiry model in this study has a higher impact than problem-based learning. These results are also supported by the N-Gain score on the guided inquiry model, which is higher than the problem-based learning model with scores of 0.67 and 0.53, respectively. Both N-Gain scores are in the “medium” improvement category.

scholarly journals PENGARUH MODEL PEMBELAJARAN DISCOVERY LEARNING DAN PROBLEM BASED LEARNING TERHADAP PRESTASI BELAJAR PESERTA DIDIK

2016 ◽  
Vol 1 (1) ◽  
pp. 80
Author(s):  
Serra Oktafoura Suminar ◽  
Rini Intansari Meilani
Keyword(s):  
Problem Based Learning ◽  
Learning Model ◽  
Discovery Learning ◽  
Control Group ◽  
Learning Models ◽  
Learning Problem ◽  
Control Group Design ◽  
Group Design ◽  
Equivalent Control ◽  
The Subject

Model pembelajaran adalah salah satu faktor yang mempengaruhi prestasi belajar peserta didik di kelas. Artikel ini membahas hasil penelitian kuasi eksperimen yang ditujukan untuk mengetahui pengaruh model pembelajaran Discovery Learning dan model pembelajaran Problem Based Learning terhadap prestasi belajar 70 orang peserta didik sebuah SMK, pada Mata Pelajaran Korespondensi, kompetensi dasar mengidentifikasi prosedur pembuatan surat dinas. Dengan menggunakan non-equivalent control group design, hasil analisa data menunjukkan bahwa model pembelajaran Discovery Learning lebih cocok dalam meningkatkan prestasi belajar peserta didik dalam mempelajari kompetensi dasar mengidentifikasi prosedur pembuatan surat dinas, dibandingkan model pembelajaran Problem Based Learning. Dengan demikian, model pembelajaran Discovery Learning dapat menjadi salah satu alternatif bagi para guru Mata Pelajaran Korespondensi dalam meningkatkan prestasi belajar peserta didik pada mata pelajaran tersebut.Kata Kunci: Discovery Learning, Problem Based Learning, Prestasi Belajar THE INFLUENCE OF DISCOVERY LEARNING AND PROBLEM BASED LEARNING MODELS ON STUDENTS’ LEARNING ACHIEVEMENTTeaching and learning model is one of the factors influencing students’ learning achievements. This article discusses results of a quasi-experimental study which aims to investigate the influence of  discovery learning and problem-based learning models on learning achievements of 70 vocational high school students, in the subject of Correspondence (in the competence of identifying the procedure of writing official letters). Using non-equivalent control group design, results of data analysis show that discovery learning model is more suitable to improve students’ learning achievements in the competence of identifying the procedure of writing official letters, compared to problem based learning model. Thus, discovery learning is worth using by teachers of the subject to improve the learning achievements of their students in this subject. Keywords: Discovery Learning, Problem Based Learning, Learning Achievement

scholarly journals PENGARUH MODEL PROBLEM BASED-LEARNING DENGAN FLIPPED CLASSROOM TERHADAP KEMAMPUAN BERPIKIR KREATIF

2020 ◽  
Vol 4 (1) ◽  
pp. 83-98
Author(s):  
Sinta Ayu Damayanti ◽  
I Wayan Santyasa ◽  
A. A. I. A. Rai Sudiatmika
Keyword(s):  
Creative Thinking ◽  
Flipped Classroom ◽  
Problem Based Learning ◽  
Learning Model ◽  
Traditional Learning ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Equivalent Control ◽  
Learn Physics

Penelitian ini bertujuan untuk mendeskripsikan perbedaan kemampuan berpikir kreatif fisika siswa yang belajar dengan model pembelajaran problem-based learning dengan flipped classroom (PBLFC), model pembelajaran tradisonal dengan flipped classroom (PTFC), dan model pembelajaran tradisional dengan direct instruction (DI). Jenis penelitian ini adalah eksperimen semu (quasi-experiment) dengan desain one way pretest-posttest non-equivalent control group design. Sampel terdiri 86 siswa SMA yang terbagi dalam 3 kelas. Kelas eksperimen 1 menerapkan PBLFC, kelas eksperimen 2 dengan PTFC dan kelas kontrol dengan pembelajaran DI. Data kemampuan berpikir kreatif dikumpulkan dengan 15 butir soal esai dengan materi usaha dan energi, serta momentum dan impuls. Data yang terkumpul dianalisis dengan analisis deskriptif dan ANAKOVA. Hasil penelitian ini mengungkapkan adanya perbedaan yang signifikan pada kemampuan berpikir kreatif fisika antara siswa yang belajar dengan PBLFC, PTFC, dan DI. Hasil Uji BNt (Beda Nyata terkecil) menunjukkan bahwa kemampuan berpikir kreatif fisika siswa yang belajar dengan PBLFC lebih tinggi dibandingkan dengan PTFC dan DI. Pembelajaran aktif dengan flipped classroom perlu dikembangkan dalam pembelajaran fisika untuk mendorong kemampuan berpikir kreatif siswa. THE EFFECT OF PROBLEM-BASED LEARNING FLIPPED CLASSROOM TOWARDS PHYSICS CREATIVE-THINKING ABILITYThis study was aimed at describing the differences in the creative-thinking abilities of the students who learn physics using the problem-based learning model with flipped classroom (PBLFC), traditional learning model with flipped classroom (TLFC), and traditional learning models with direct instruction (TLDI). A quasi-experimental with a one-way pretest-posttest non-equivalent control group design was used in this study. The sample consisted of 86 high school students divided into 3 classes. The experimental class 1 implemented PBLFC, experimental class 2 implemented TLFC, and the control class implemented TLDI learning. The data on the ability to think creatively were collected using 15 essay item tests with material on effort and energy, and momentum and impulses. The data then were analyzed by descriptive analysis and ANACOVA. The results of this study show that there are significant differences in the ability to think creatively between physics students who study with PBLFC, TLFC, and TLDI. Least Significant Difference (LSD) test results show that the creative thinking abilities of students who learn physics with PBLFC are higher than those with TLFC and TLDI. Active learning with flipped classroom needs to be developed in physics learning to encourage students' creative-thinking abilities.

scholarly journals Penerapan Modul Problem Based Learning terhadap Self Efficacy dan Hasil Belajar Peserta Didik

2021 ◽  
Vol 9 (4) ◽  
pp. 631-641
Author(s):  
Citra Yolantia ◽  
Wiwit Artika* ◽  
Cut Nurmaliah ◽  
Hafnati Rahmatan ◽  
Muhibbuddin Muhibbuddin
Keyword(s):  
Self Efficacy ◽  
Problem Based Learning ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Equivalent Control

Self-efficacy memiliki kontribusi penting dalam proses pembelajaran karena dapat digunakan sebagai prediktor kinerja belajar siswa. Self-efficacy mampu merangsang motivasi, proses kognitif, aktivitas, prestasi dan ketekunan siswa. Kurangnya kemampuan efikasi diri merupakan salah satu masalah yang sering terjadi dalam pembelajaran. Permasalahan ini dapat diatasi melalui penerapan media pembelajaran seperti penggunaan modul inovatif. Penelitian bertujuan untuk mengetahui pengaruh penerapan modul pembelajaran berbasis masalah terhadap efikasi diri dan hasil belajar siswa. Selain itu juga bertujuan untuk melihat hubungan antara efikasi diri dengan hasil belajar akibat penerapan modul pembelajaran berbasis masalah materi sistem pencernaan. Penelitian ini dilaksanakan pada semester genap tahun ajaran 2020/2021 di sebuah sekolah menengah atas di Kabupaten Aceh Barat, Aceh, Indonesia. Penelitian ini menggunakan metode eksperimen dengan desain pretest posttest non-equivalent control group design. Sampel penelitian adalah 93 siswa (total sampling). Instrumen yang digunakan dalam penelitian ini terdiri dari angket efikasi diri dan tes kognitif materi sistem pencernaan. Data efikasi diri dan hasil belajar dianalisis dengan uji statistik parametrik menggunakan analisis kovarians, sedangkan efikasi diri dianalisis menggunakan persentase. Hasil penelitian menunjukkan bahwa penerapan modul pembelajaran berbasis masalah berpengaruh terhadap efikasi diri dan hasil belajar siswa. Selain itu, analisis korelasi menunjukkan bahwa r hitung r tabel (0,7277 0. 2461) yang mengartikan adanya hubungan yang signifikan antara efikasi diri dengan hasil belajar siswa. Efikasi diri berpengaruh positif terhadap prestasi belajar siswa: semakin tinggi efikasi diri maka hasil belajar akan semakin tinggi

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