PENGARUH MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION TERHADAP SELF-EFFICACY DAN HASIL BELAJAR
| Main Authors: | Dwityaningsih, Kadek Mela; Universitas Lampung, Surbakti, Arwin, Marpaung, Rini Rita |
|---|---|
| Format: | Article info application/pdf eJournal |
| Bahasa: | eng |
| Terbitan: |
Jurnal Bioterdidik
, 2015
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| Online Access: |
http://jurnal.fkip.unila.ac.id/index.php/JBT/article/view/9655 http://jurnal.fkip.unila.ac.id/index.php/JBT/article/view/9655/6265 |
Daftar Isi:
- The aim of this research was to figure out the effect of Problem based instruction toward self-efficacy and student learning outcomes. The design of the research was pretest and posttest non-equivalent. The samples were students in class VIIA and VIIE Junior High School 1 Seputih Mataram that were selected by purposive sampling. Data of learning outcomes were obtained from pretest, posttest, and N-gain that were analyzed by Anova One way test. Qualitative data were learning outcomes and student self-efficacythat analyzed descriptively. The result showed that learning outcomes of experiment class was “Medium” criteria (57,73). The improvement of student self-efficacy in performance achievement aspects shown by the experiment class was “General” criteria (68%). Therefore, it can be concluded that Problem Based Instruction improved learning outcomes and effected significantly to improve student self-efficacy.Tujuan penelitian ini untuk mengetahui pengaruh penggunaan model problem based instruction terhadap self-efficacy dan hasil belajar siswa. Desain penelitian ini adalah pretest-posttest kelompok tak ekuivalen. Sampel penelitian ini adalah siswa kelas VIIA dan VIIE SMPN 1 Seputih Mataram yang dipilih secara purposive sampling.Data hasil belajar diperoleh daripretes, postes, dan N-gain yang dianalisis dengan uji Anova.Data kualitatif berupa self-efficacy diperoleh dari angket self-efficacy siswa yang dianalisis secara deskriptif.Hasil penelitian menunjukkan bahwa hasil belajar siswa kelas eksperimen berkriteria “sedang” (57,73). Peningkatan self-efficacy dalam aspek pencapaian kinerja yang diamati pada kelas eksperimen berkriteria “pada umumnya” (68%).Dengan demikian, disimpulkan bahwa problem based instructionmeningkatkan hasil belajar siswa dan berpengaruh terhadap self-efficacy siswa.Kata kunci: hasil belajar, self-efficacy, problem based instruction