PENGARUH STRATEGI PEMBELAJARAN SELF-REGULATED LEARNING PADA MODEL PEMBELAJARAN CORE TERHADAP EFIKASI DIRI SAINS PESERTA DIDIK
Keywords:
Efikasi diri sains, Model pembelajaran CORE, Self regulated learning
Abstract
Penelitian ini bertujuan untuk menegaskan bahwa strategi selfregulated learning pada model pembelajaran CORE dapat mempengaruhiefikasi diri sains peserta didik. Metode penelitian yang digunakan adalahkuantitatif assosiatif dengan desain quasi eksperimen one sampel grup pretestdan postets dengan jumlah sampel 30 peserta didik kelas X pada MadrasahAliyah. Data dikumpulkan dengan menggunakan kusioner dengan skala likertyang selanjutnya dianalisis menggunakan paired sampel t test. Prosespengumpulan data menggunakan angket efikasi diri sains dengan reliabilitastinggi yaitu sebesar 0.97. Hasil penelitian menunjukkan bahwa ada pengaruhpositif yang signifikan efikasi diri sains peserta didik Madrasah Aliyah melaluipenggunaan strategi SRL pada model pembelajaran CORE. Studi inimenyarankan perlunya perhatian khusus untuk peningkatan efikasi diri sainspeserta didik menggunakan strategi self regulated learning pada modelpembelajaran CORE karena keyakinan diri sangat berkaitan erat denganprestasi belajar peserta didik
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Everaert, P., Opdecam, E., & Maussen, S. (2017). The relationship between motivation, learning approaches, academic performance and time spent. Eccounting Education, 26(1), 78–107. https://doi.org/10.1080/09639284.2016 .1274911
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Gana, C. S., Ugwuanyi, C. S., & Ageda, T. A. (2019). Students’ psychological predictors of academic achievement in physics. International Journal of Research and Innovation in Social Science, 3(9), 23–28.
Gebregergis, W. T., Mehari, D. T., Gebretinsae, D. Y., & Tesfamariam, A. H. (2020). The predicting effects of self-efficacy, self-esteem and prior travel experience on sociocultural adaptation among international students. Journal of International Students, 10(2), 339–357. https://doi.org/10.32674/jis.v10i2.616
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Koseoglu, Y. (2015). Self-efficacy and academic achievement –a case from Turkey. Journal of Education and Practice, 6(29), 131–141.
Lin, T.-J., & Tsai, C.-C. (2013). Multi- Dimensional Instrument For Evaluating Taiwanese High School Students’science Learning Self- Efficacy In Relation To Their Approaches To Learning Science. International Journal of Science and Mathematics Education, 11(6), 1275– 1301.
Matovu, M. (2020). Academic Self-Efficacy And Academic Performance Among University Undergraduate Students. https://doi.org/10.5281/zenodo.3756004
Mesidor, J. K., & Sly, K. F. (2016). Factors that contribute to the adjustment of international students. Journal of International Students, 6(1), 262–282.
Njega, S. W., & Njoka, J. N. (2019). Performance in Secondary Schools in Kirinyaga and Murang ’ a. 08(10), 48– 59.
Oktaviani, M. A., & Notobroto, H. basuki. (2014). Perbandingan Tingkat Konsistensi Normalitas Distribusi Metode. Jurnal Biometrika Dan Kependudukan, 3(2), 127–135.
Razek, N., & Coyner, S. C. (2014). Impact of self-efficacy on Saudi students’ college performance. Academy of Educational Leadership Journal, 18(4), 85–96.
Sadi, O., & Uyar, M. (2013). The relationship between self-efficacy, selfregulated learning strategies and achievement: A path model. Journal of Baltic Science Education, 12(1), 21– 33.
Sagone, E., & De Caroli, M. E. (2016). “Yes … I can”: psychological resilience and self-efficacy in adolescents. International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología., 1(1), 141. https://doi.org/10.17060/ijodaep.2016. n1.v1.240
Suprapto, N., Chang, T. S., & Ku, C. H. (2017). Conception of learning physics and self-efficacy among indonesian university students. Journal of Baltic Science Education, 16(1), 7–19. https://doi.org/10.33225/jbse/17.16.07
Tsang, S. K. M., Hui, E. K. P., & Law, B. C. M. (2012). The cientific WorldJOURNAL Review Article Self- Efficacy as a Positive Youth Development Construct : A Conceptual Review. 2012. https://doi.org/10.1100/2012/452327
Ugwuanyi, C. S., Okeke, C. I. O., & Ageda, T. A. (2020). Motivation and selfefficacy as predictors of learners’ academic achievement. Journal of Sociology and Social Anthropology, 11(3–4), 215–222. https://doi.org/10.31901/24566764.202 0/11.3-4.351
Usman, Harpina, Syamsuardi, Amri, N. A., & Sadaruddin. (2023). Pengaruh Metode Pembelajaran Talking Stick Terhadap Kemampuan Berbahasa Anak Usia Dini Di Taman Kanak- Kanak. ISOLEK: Jurnal Pendidikan, Pengajaran, Bahasa, Dan Sastra, 1(2), 68–77. https://doi.org/10.59638/isolek.v1i2.113
Wang, C., Schwab, G., Fenn, P., & Chang, M. (2013). Self-efficacy and selfregulated learning strategies for english language learners: Comparison between Chinese and German college students. Journal of Educational and Developmental Psychology, 3(1), 173– 191. https://doi.org/10.5539/jedp.v3n1p173
Wilde, N., & Hsu, A. (2019). The influence of general self-efficacy on the interpretation of vicarious experience information within online learning. International Journal of Educational Technology in Higher Education, 16(26), 1–20. https://doi.org/10.1186/s41239-019- 0158-x
Yot-Dominguez, C., & Marcelo, C. (2017). University students’ self-regulated learning using digital technologies. International Journal of Educational Technology in Higher Education, 14(1), 1–18. https://doi.org/10.1186/s41239-017- 0076-8
Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of selfregulation of learning and performance (pp. 1–12). Routledge.
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