Pengaruh Kebiasaan Belajar dan Self-Efficacy terhadap Hasil Belajar Geografi Di SMA

Rosyida, Fatiya; Utaya, Sugeng; Budijanto, Budijanto

doi:10.17977/um017v21i22016p017

Cited by 32 publications

(35 citation statements)

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“…According to research by Rosyida et al (2016), from the results of the analysis of this study, it can be seen that students' self-efficacy is included in moderate criteria, so they get sufficient grades. Those who have low self-efficacy have low scores.…”

Section: Characteristics Of Respondentsmentioning

confidence: 75%

Self Efficacy Relationship towards Improvement of Mother's Knowledge in Childhood Management with Diarrhea

Artifasari¹,

Irawati²

2020

JLMH

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Diarrhea is a condition where a person experiences defecation more than 3 times a day with a watery consistency. The level of knowledge will affect the management of a disease as well as the self-confidence or self-efficacy that a person has. The purpose of this study was to determine the relationship between self-efficacy and maternal knowledge in the management of toddlers with diarrhea. In this study, sampling using the Accidental Sampling technique. This research was conducted by collecting sample data of 60 mothers who brought their children to posyandu (Integrated Service Post) either who were experiencing diarrhea or had had diarrhea through structured questions or research questionnaires using descriptive methodology. This study was measured using chi-square tests. Chi-square tests showed that the results of this study obtained a value of ρ value of 0.001 <0.05. So that H1 is accepted and H0 is rejected, which means that there is a relationship between maternal self-efficacy and knowledge in the management of toddlers with diarrhea in the Palakka Health Center, Bone Regency. Where if self-efficacy is low, the value of knowledge is also low. Self-efficacy or self-confidence has a positive influence on one's knowledge. There is a relationship between maternal self-efficacy and knowledge in the management of children under five with diarrhea in the Palakka Health Center, Bone District.

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Section: Characteristics Of Respondentsmentioning

confidence: 75%

Self Efficacy Relationship towards Improvement of Mother's Knowledge in Childhood Management with Diarrhea

Artifasari¹,

Irawati²

2020

JLMH

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“…Seperti pada hasil penelitian Ahmad (2016) menunjukkan bahwa self-efficacy, adversity quotient, dan motivasi berprestasi memiliki pengaruh tidak langsung terhadap prestasi belajar matematika siswa. Demikian pula penelitian yang dilakukan Rosyida et al (2016) yang menunjukkan bahwa self-efficacy secara signifikan berpengaruh terhadap hasil belajar siswa. Self-efficacy merupakan keyakinan diri siswa akan kemampuannya dalam menyelesaikan masalah, menyelesaikan tugas tanpa membandingkan dengan kemampuan orang lain sehingga dapat mencapai keberhasilan dalam prestasi belajar matematika disertai dengan rasa yakin terhadap usaha yang dilakukan, pilihan yang ditentukan, dan memiliki ketekunan.…”

Section: Pendahuluanunclassified

Keefektifan model pembelajaran CORE dengan strategi konflik kognitif ditinjau dari prestasi belajar, berpikir kritis, dan self-efficacy

Ningsih¹,

Sugiman

Merliza

et al. 2020

Pytha Jurnal Pend. Math

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Penelitian ini bertujuan untuk menguji keefektifan model pembelajaran Connecting, Organizing, Reflecting, Extending (CORE) dengan strategi konflik kognitif ditinjau dari prestasi belajar, berpikir kritis, dan self-efficacy siswa. Jenis penelitian ini adalah quasi experiment dengan pretest-posttest nonequivalent group design. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 3 Yogyakarta dan dipilih secara acak kelas VIII-C dan Kelas VIII-F sebagai sampel penelitian. One sample t-test digunakan untuk menguji keefektifan model CORE dengan strategi konflik kognitif dan model konvensional, sedangkan untuk menguji perbedaan keefektifan model pembelajaran digunakan uji Manova (Hotteling’s Trace). Hasil penelitian menunjukkan bahwa: (1) model pembelajaran CORE dengan strategi konflik kognitif efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan self-efficacy siswa; (2) model pembelajaran CORE dengan strategi konflik kognitif lebih efektif dibandingkan model konvensional ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan self-efficacy siswa.The effectiveness of the CORE learning model with cognitive conflict strategies in terms of learning achievement, critical thinking, and self-efficacyAbstractThe study aimed to examine the effectiveness of Connecting, Organizing, Reflecting, Extending (CORE) learning model with cognitive conflict strategies in terms of students’ achievement, critical thinking, and self-efficacy. The study was a quasi-experiment with a pretest-posttest nonequivalent group design. The population of the study was all students of 8th-grade of SMP Negeri 3 Yogyakarta (Junior High School) and randomly selected class VIII-C and class VIII-F as the sample. One sample t-test was used to examine the effectiveness of the CORE learning model with cognitive conflict strategies and the conventional model. Whereas, to examine the difference between the effectiveness of the learning model, the Manova test (Hotteling’s Trace) was used. The result of the study showed that: (1) the CORE learning model with cognitive conflict strategies was effective in terms of students’ learning achievement, critical thinking skill, and self-efficacy; (2) The CORE learning model with cognitive conflict strategies was more effective than the conventional model in terms of students’ learning achievement, critical thinking skills, and self-efficacy.

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“…(1) Dalam penelitian Yazdani dan Godbole (2014) menunjukkan bahwa study habits secara keseluruhan memiliki korelasi positif yang tinggi dengan literasi sains siswa, sehingga study habits yang baik mengarah pada literasi sains yang lebih baik. (2) Penelitian yang dilakukan oleh Rosyida et al (2016) menunjukkan bahwa perbedaan hasil belajar siswa dikelas disebabkan oleh perbedaan metode belajar, membaca, dan membuat catatan. Ketiga indikator ini masuk dalam study habits siswa.…”

Section: Gambar 2 Diagram Jalur Penelitianunclassified

“…Alci (2015) dalam penelitiannya juga menemukan bahwa motivasi intrinsik dan self efficacy adalah variabel prediktif untuk literasi sains. Selain itu, berdasarkan penelitian Rosyida et al (2016), self efficacy secara signifikan berpengaruh langsung terhadap study habits atau kebiasaan belajar dan literasi sains. Self efficacy siswa yang tinggi akan mempengaruhi langsung study habits siswa tersebut.…”

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Pengaruh Self Efficacy, Motivasi Berprestasi, Dan Study Habits Terhadap Literasi Sains Siswa

Wiarsana

2020

JPS Universitas Muhammadiyah Semarang

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This study aimed to describe effect of self-efficacy, achievement motivation, and study habits to science literacy. This type of study is an ex-post facto design. The population of this study were 3880 students. The selection of school samples is determined by regional sample techniques, 410 students were selected. Data collection using questionnaires and tests. The data was analysed by descriptive analyses and hypotheses was tested by path analyses. The results showed that there were direct effect of self efficacy on science literacy was 0.345. Indirect effect of self efficacy through achievement motivation on science literacy was 0,130. Indirect effect of self efficacy through study habits on science literacy was 0,286. Indirect effect of self efficacy through achievement motivation and study habits on science literacy was 0.139. Direct effect of achievement motivation on science literacy was 0.165. Direct effect of study habits on science literacy was 0.489.

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Pengaruh Kebiasaan Belajar dan Self-Efficacy terhadap Hasil Belajar Geografi Di SMA

Cited by 32 publications

References 0 publications

Self Efficacy Relationship towards Improvement of Mother's Knowledge in Childhood Management with Diarrhea

Self Efficacy Relationship towards Improvement of Mother's Knowledge in Childhood Management with Diarrhea

Keefektifan model pembelajaran CORE dengan strategi konflik kognitif ditinjau dari prestasi belajar, berpikir kritis, dan self-efficacy

Pengaruh Self Efficacy, Motivasi Berprestasi, Dan Study Habits Terhadap Literasi Sains Siswa

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