PENGARUH MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION TERHADAP SELF-EFFICACY DAN HASIL BELAJAR
| Main Authors: | Huda, Muhammad Samsul; 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/9657 http://jurnal.fkip.unila.ac.id/index.php/JBT/article/view/9657/6266 |
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 VIIC and VIIDJunior High School 2 Seputih Mataram that were selected by purposive sampling. The quantitative data were learning outcomes obtained from the average value of pretest, posttest, and N-gain that were analyzed by Anova One way test on level of confidence 5 %. The qualitative data and student self-efficacy that analyzed descriptively. The result showed that learning outccomes of experiment class was “medium”criteria (57,21) and control class was “medium” criteria (31,87). The improvement of student self-efficacy in aspect of performance achievement shown by the experiment class was “general” criteria (75,88%). Therefore, it can be concluded that Problem Based Instruction improved learning outcomes and effected 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 VIIC dan VIID SMPN 2 Seputih Mataram yang dipilih secara purposive sampling. Data kuantitatif berupa hasil belajar diperoleh dari nilai pretes, postes, dan N-gain yang dianalisis secara statistik dengan uji Anova pada taraf kepercayaan 5%. Data kualitatif self-efficacy siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa hasil belajar siswa kelas eksperimen berkriteria “sedang” (57,21) dan kelas kontrol berkriteria “sedang” (31,87). Peningkatan self-efficacy pada aspek pencapaian kinerja pada kelas eksperimen berkriteria “pada umumnya” (75,88%). Dengan demikian, disimpulkan bahwa problem based instruction meningkatkan hasil belajar siswa dan berpengaruh terhadap self-efficacy siswa. Kata kunci: hasil belajar, problem based instruction, self-efficacy