Penerapan Modul Problem Based Learning terhadap Self Efficacy dan Hasil Belajar Peserta Didik

Abstract

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

Development of Learning Modul on the Work Based Learning Learning Model the Teaching Factory Concept (WBL-TEFA) in Automotive Vocational Learning

“…This finding is in line with (Sugiarto et al, 2023) that the correct application of PjBL-based learning modules positively increases cognitive competence psychomotor, and improves student academic achievement. Furthermore, Yolantia et al, (2021) stated that students will gain direct learning experience by applying work-based models such as WBL and TEFA during the learning process, making it easier for students to absorb the knowledge gained. Modules contribute to the quality of student learning outcomes because they contain a complete material structure and the competencies students want to achieve (Nawawi, 2017;Hamid et al, 2017).…”

Student and Teacher Collaboration in Developing STEM-Based Learning Modules and Pancasila Student Profiles

“…There are several advantages of modules in the learning process, including allowing students to be able to measure their learning outcomes, encouraging students to learn more actively, and getting students used to believing in themselves, and The teacher can act as a guide not just fixated as a teacher (Wahyudi, 2019;Yolantia et al, 2021). In addition, in STEM-based modules and the Pancasila Student Profile, there is a learning evaluation so that teachers and students can find out the students' success in understanding the material content of the learning module.…”

The Relationship of Self-Efficacy Towards High Level of Thinking Ability of USK Physics Education Student in Basic Physics I Course

“…Self-efficacy is a subjective perception problem, meaning that self-efficacy does not always describe actual abilities, but is related to individual beliefs (Albert Bandura, 1986). Yolantia, et al (2021) stated that students with high self-efficacy believe that their abilities can change and are determined by effort, in contrast to students who have low self-efficacy who tend to assume that their abilities are fixed and consider the tasks assigned as tasks. Based on this, the researcher concludes that because self-efficacy can be categorized as subjective perception so that self-efficacy can change at any time according to the dimensions of self-efficacy, namely magnitude (level of task difficulty), strength (degree of stability, belief, or expectation) and generality (broad area of behavior).…”