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

The learning process has not emphasized the development of skills; this is because in learning students tend to memorize concepts so that learning outcomes and self-efficacy are not trained optimally. The formulation of the problem in this study is: is there a difference in learning outcomes and student self-efficacy between the use of the Problem Base Learning model combined with the E-STEM-based Student Worksheet with the Problem Base Learning model on environmental pollution material at MAN Banda Aceh? This research is quantitative with an experimental research approach. The research design used was pretest-posttest control group design. The population of this study was all students of class X MAN 3 Banda Aceh, totaling 84. The sampling technique used a total sampling of 84 students. The instrument used to measure learning outcomes is multiple choice questions using 30 questions and self-efficacy is measured using a questionnaire. Data analysis of learning outcomes and self-efficacy of students using independent sample t-test at a significant level of 0.05. The results showed that there were differences in student learning outcomes and self-efficacy after applying the Problem Base Learning model combined with the E-STEM-based Student Worksheet on environmental pollution materials at MAN Banda Aceh

Penelitian ini bertujuan untuk mengetahui peningkatan pemahaman konsep dan keterampilan proses sains siswa yang diajarkan menggunakan model pembelajaran langsung (Direct Instruction) dengan model pembelajaran konvensional pada materi pengklasifikasian phylum arthropoda. Metode yang digunakan dalam penelitian ini adalah metode eksperimen dengan desain kontrol grup tes awal dan tes akhir. Penelitian telah dilaksanakan pada kelas X1 menggunakan model pembelajaran direct instruction dan kelas X2 menggunakan model konvensional. Instrumen yang digunakan adalah instrumen tes pemahaman konsep, keterampilan proses sains dan angket. Pengumpulan data dilakukan dengan memberikan tes kemampuan awal siswa (pretes), tes kemampuan akhir siswa (postes), data peningkatan pemahaman konsep dan keterampilan proses sains (N-Gain), dan data tanggapan siswa terhadap model pembelajaran direct instruction yang diukur dengan angket. Hasil uji statistik untuk pemahaman konsep diperoleh hasil t-hitung 5,734, sedangkan untuk keterampilan proses sains diperoleh hasil t-hitung 24,90 dengan nilai t-tabel 1,645. Kesimpulan dari penelitian ini adalah terdapat peningkatan pemahaman konsep dan keterampilan proses sains siswa yang diajarkan menggunakan model pembelajaran direct instruction dengan siswa yang diajarkan menggunakan model pembelajaran konvensional. Kata Kunci: Model Pembelajaran Langsung (Direct Instruction), Pemahaman Konsep, dan Keterampilan Proses Sains. This study aimed at improving students’ understanding of science concepts and processing skills by implementing Direct Instruction model and conventional learning model on the classification of the phylum arthropods material. This study used experimental method with pre-test and post-test control group design. It has been conducted at class X1 as experimental class (implementing Direct Instruction) and class X2 as control class (implementing conventional learning model). The data were collected by pre-test and post-test, and also test of science processing skills as well as questionnaires. The improvement of students’ understanding of science concepts and processing skills were analyzed by using N-Gain, while the data of students’ response toward the implementation of direct instruction were measured by using questionnaire. The result of t-test for students’ understanding of the concept was 5.734, whereas for science processing skills the t-test was 24.90 with the t-table 1.645. The conclusion was that there was improvement on students’ understanding of science concepts and processing skills that were taught by using direct instruction model compare to those who were taught by using conventional learning model. Keyword: Direct Instruction, Understanding Concepts and Science Processing Skills

This study was designed to determine the effort of learning through constructivism-based module to overcome student’s misconceptions of Cell concept in SMAN 2 Sabang. The data collection was conducted in 2016, July to August. The method used in this research was quasi-experimental with one group pretest posttest design. The research was conducted in three classes, i.e. XI IA 1, 2 and 3 with 80 students in total. The instrument used was constructivism-based module and pretest-posttest diagnostic tests with CRI answer sheet to assess the comprehension levels of students. Data was analyzed using the percentage formula. Analysis for student’s comprehension showed 69.20% students understand the concept, 25.65% didn’t understand the concept and 5.15% of students experiencing misconceptions. It was concluded that learning through constructivism-based module was effective in order to overcome student’s misconceptions of cell concepts in SMAN 2 Sabang.

Pogogutat culture in the Mongondow tribe in North Sulawesi is one of the local wisdoms in Indonesia which is loaded with various meanings. This cultural presence is in contact with community activities whose purpose is to improve the quality of life of the people. Practically, the tradition of pogogutat is carried out simultaneously by the community if there is one person holding a celebration in the form of providing assistance in the form of material, energy and thoughts. Pogogutat culture among the Mongondow people can be understood among others as a form of an identity as a Muslim community that has the character of ta'awun (please help), helping each other in order to spread the symbols of Islam as part of religious advice. This tradition has a close relationship with the concept of Islamic philanthropy in this case can be interpreted as a movement, both carried out by individuals and groups with the aim of improving the quality of life of society through a "culture of giving".

Penelitian yang berjudul “Pembelajaran Kooperatif Tipe Jigsaw Pada Konsep Sistem Pencernaan Makanan Manusia Terhadap Hasil Belajar Siswa SMA Negeri 1 Sakti Kabupaten Pidie” telah dilakukan pada bulan Mei. Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar siswa yang diajarkan dengan menggunakan model pembelajaran kooperatif Jigsaw dengan model pembelajaran konvensional. Metode yang digunakan dalam penelitian ini adalah metode eksperimen dengan desain penelitian pretest-posttest control group design. Instrumen yang digunakan dalam penelitian ini adalah tes objektif berupa tes pilihan ganda. Pengumpulan data dilakukan dengan memberikan pretest dan postest. Pengolahan data dilakukan dengan mencari N-gain dan membandingkan N-gain kelas eksperimen dengan N-gain kelas kontrol. Data dianalisis dengan menggunakan ujit independent sample test. Hasil uji statistik untuk hasil belajar siswa menunjukkan hasil thitung 12,13 dengan ttabel 1,645. Kesimpulan dari penelitian ini adalah terdapat perbedaan hasil belajar pada siswa yang diajarkan dengan menggunakan model pembelajaran kooperatif Jigsaw dengan siswa yang diajarkan dengan model pembelajaran konvensional di SMA Negeri 1 Sakti Kabupaten Pidie. Kata Kunci: Kooperatif Jigsaw dan Hasil Belajar The research entitled “The Implementation of Jigsaw Cooperative Models in the Concept of Human Digestive Systems on Learning Outcomes of Senior High School Students” was carried out from April to May, 2013 at Public Senior High School (SMAN 1) Sakti, Pidie district. This research aimed at identifying the different of students’ learning outcomes taught using Jigsaw Cooperative and Conventional Teaching Models. The method used in this study was experimental methods using pretest-posttest control group design. The instrument used in this study was an objective test with multiple choice items. The data were obtained from pre-tests, post-tests, and questionnaires. They were then analyzed by using N-gain. The N-gain from experimental class was compared to the control class. After that, t-test was calculated (independent sample test). The statistical result of students’ learning shows that tcount > ttable (12.13 > 1.645). The conclusion of this research was that there were differences between learning outcomes of students who have been taught using Jigsaw Cooperative Teaching Models, and students who were taught using Conventional Teaching Models at SMAN 1 (Public Senior High School) Sakti, Pidie District. Keywords: Jigsaw Cooperative Models and Learning Outcomes

Critical thinking skills and scientific behaviors are important abilities that must be mastered and possessed by students in solving problems. The problem which frequently faced by students is they have been able to comprehend the science but have not been able to provide conclusions logically and systematically. The phenomenon shows the low critical thinking skills and scientific behaviors of students. To overcome these problems, it needs a change in the process of delivering learning material to students. This research aims to answer the question of whether learning through the implementation of the predict observe explain model has an effect on improving student critical thinking skills and scientific behaviors. The method used in this research is an experimental design pretest posttest control group. The parameters measured were critical thinking skills and scientific behaviors. Improvement of critical thinking skills and scientific behaviors was measured by calculating gain normalization (n-gain). The instruments used were the observation sheet and objective tests with five alternative answers. Data collection is done through pretest, posttest and observation during the learning process. Analysis of critical thinking skills was done by comparing the initial ability with the final ability of students and tested the significance of the two different tests on average using independent simple t-test. The results of the study indicated that the initial ability of thinking skills between the experimental and control classes did not have a significant difference, while the final ability showed significantly different results. Based on these results, it can be concluded that the implementation of the the predict observe explain model contribute in student critical thinking skills and scientific attitudes. Keywords predict observe explain, critical thinking, , scientific behavior

Good learning outcomes and critical thinking skills are important aspects that students must have. Several studies have shown that students have poor learning outcomes and critical thinking skills. Therefore it is necessary to improve the learning system using learning modules based on Science, Environment, Technology, and Society (SETS). This study aims to determine the effect of implementing the SETS-based Problem Based Learning (PBL) learning model on improving student learning outcomes and critical thinking skills in the Human Excretion System material. This research was conducted using an experimental method with a pretest-posttest control group design. The research subjects consisted of 128 students who were grouped into experimental and control groups where each group consisted of 64 students. The experimental group got SETS based Problem Based Learning (PBL) model, while the control group used a conventional learning model using textbooks. The parameters measured are learning outcomes and critical thinking skills. Data collection was carried out through the pretest and posttest. Improved learning outcomes and critical thinking skills were analyzed using the normalized gain (n-gain) calculation. Two difference test means with an independent test sample t-test were used to test the difference in the improvement of learning outcomes and critical thinking skills between the two groups. The results showed a significant difference in the improvement of learning outcomes and critical thinking skills between the two groups. The application of the SETS-based Problem Based Learning (PBL) learning model has a significant effect on improving student learning outcomes and critical thinking skills on the excretion system material.