Experimental Study of Learning Methods toward Students Learning Outcomes Viewed from Gender, Motivation, and Self-Efficacy

Abstract

This research aims to test five research hypotheses, related to different students' outcomes test based on four factors: learning methods, gender, motivation and self-efficacy as well as the interaction among factors to independent variable. This research was experimental method study by implementing 2x2x2x2 factorial design. Each factor consists of two levels. The populations were the seventh grade of junior high school students in Donorojo sub district with 206 students consisting 111 male students and 95 female students. The data were selected by using cluster random sampling. Normality and homogeneity test which taken from students mid examination score were implemented before doing t-test for balance test. The final data were obtained from the final test scores of mathematics learning on probability theory material and statistical material for the experimental class (jigsaw cooperative learning method) and control class (conventional method), students gender documents, motivation questionnaire, and self-efficacy questionnaire. Questionnaire and tests were validated by experts and tested for its reliability. The data were analyzed by using two-way variance analysis techniques with SPSS. The results show that: (1) there were no differences in students' mathematics learning outcomes between experimental and control classes, (2) there were no differences in mathematics learning outcomes between male and female students, (3) there were no differences in mathematics learning outcomes between students with high and low motivation, (4) there are differences in students' mathematics learning outcomes between high and low self-efficacy, and (5) there is no interaction between learning methods, gender, motivation, and self-efficacy towards mathematics learning outcomes.