The purpose of this study was to test the effectiveness of mathematics learning using the 5E learning cycle model and the 7E learning cycle model; as well as distinguishing more effective learning between the learning cycle models 5E and 7E in terms of the self-efficacy of class VIII students in learning to build flat side space. This research is a quasi-experimental study with a pretest-posttest non-equivalent comparison-group design. The study population included all eighth grade students of state junior high schools in Yogyakarta City consisting of high and medium level schools. With stratified random sampling technique, 2 schools were selected as research samples. The research instrument used student self-efficacy questionnaires. To test the effectiveness of the LC 5E model and the LC 7E model, whether there is an interaction between the learning model and the school level, as well as whether there is a difference in student self-efficacy in high school and medium school, the two way ANOVA test is used. Furthermore, to compare the self-efficacy of students who use the LC 5E model and the LC 7E model in high school and high school level students are using an independent sample t test, while to test whether there is a difference in effectiveness between the LC 5E model and LC 7E model against self-efficacy students used the N-Gain effectiveness formula. Each analysis was carried out at a significance level of 5%. The results showed that: 1) there was no difference in self-efficacy between students whose learning used the LC 5E model and students whose learning used the LC 7E model; 2) the self-efficacy of students who use the LC 5E model is not higher compared to those who use the LC 7E model in high and medium level schools; 3) there is no interaction between the learning cycle model with the school level on learning to build flat side space; 4) there is no difference in self-efficacy between students in high schools and students in medium schools; and 5) there is no difference in effectiveness between LC 5E and LC 7E models on student self-efficacy.
Abstrak Penulisan ini di latar belakangi oleh perasaan sedih penulis melihat prilaku siswa yang mulai berubah ketika mengikuti proses pembelajaran daring. Mulai dari ketidak displinan siswa dalam mengikuti proses pembelajaran daring, ketidakdiplinan dalam mengumpulkan tugas, kurangnya respon siswa selama proses pembelajaran dan menurunnya nilai hasil akhir semester I tahun pelajaran 2020/2021. Hal ini terjadi karena siswa sudah mulai merasa jenuh dan bosan dengan model pembelajaran daring. Dari permasalah tersebut, penulis memilih satu alternatif yang relevan guna mengembangkan kembali sikap kedisplinan dan ketertiban siswa dengan cara merancang sebuah proses pembelajaran yang menarik dengan menggunakan media pembelajaran yang memuat gambar dan video yang edukatif dan kontekstual. Dalam proses memecahkan masalah, penulis menggunakan beberapa langkah mulai dari menganalisis situasi, mewawancarai untuk mencari penyebab permasalahan, menentukan beberapa alternatif pemecahan masalah, merancang RPP yang memuat gambar dan video yang edukatif dan kontekstual, melaksanakan proses pembelajaran daring menggunakan media yang tercantum di RPP, melakukan observasi , merefleksi hingga akhirnya menindaklanjuti beberapa temuan. Hasil dari pemecahan masalah menunjukkan bahwa dengan menggunakan media pembelajaran yang memuat gambar dan video yang edukatif dan kontekstual mampu membuat siswa kembali bersemangat untuk mengikuti proses pembelajaran daring sehingga kedisplinan dan ketertiban siswa bisa kembali dikembangkan, seperti siswa bisa lebih awal hadir di pembelajaran daring, siswa menjadi aktif dalam merespon pertanyaan guru dan siswa merasa sangat senang sehingga rasa jenuh dan bosan yang mereka rasakan sebelumnya hilang. Pada akhirnya nanti yang diharapkan kedepannya siswa semakin disiplin dan tertib dalam menjalan aktivitas sehari-hari sehingga tujuan utama yaitu membentuk akhlatul karimah siswa Al Azhar akan terwujud. Kata Kunci : Ketertiban, Kontekstual, Media GAVI, Pembelajaran Daring, Sikap Kedisplinan
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