PENGARUH MODEL PEMBELAJARAN DAN TINGKAT MOTIVASI TERHADAP SELF-EFFICACY SISWA SEKOLAH DASAR

• Main Author: Muhamad Khaeriva Hasani, - (Author)
• Format: Book
• Published: 2019-12-23.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/44326/1/T_POR_1706811_Title.pdf; http://repository.upi.edu/44326/2/T_POR_1706811_Chapter1.pdf; http://repository.upi.edu/44326/3/T_POR_1706811_Chapter2.pdf; http://repository.upi.edu/44326/4/T_POR_1706811_Chapter3.pdf; http://repository.upi.edu/44326/5/T_POR_1706811_Chapter4.pdf; http://repository.upi.edu/44326/6/T_POR_1706811_Chapter5.pdf; http://repository.upi.edu/44326/7/T_POR_1706811_Appendix.pdf
• Keywords: GV Recreation Leisure; L Education (General); LB1501 Primary Education

Self-Efficacy adalah suatu keyakinan seseorang terhadap kemampuan yang dimilikinya dalam menyelesaikan tugas tertentu. Tujuan penelitian ini adalah untuk mengetahui perbedaan pengaruh model pembelajaran yaitu Teaching Personal and Social Responsibility (TPSR) dan Cooperative Learning pada siswa yang memiliki tingkat motivasi tinggi dan rendah terhadap peningkatan self-efficacy siswa kelas V. Metode eksperimen dengan desain faktorial 2x2. Sampel penelitian ini adalah berjumlah 105 orang yang diambil menggunakan teknik sampling jenuh pada kelas V di SDN 208 Luginasari Kota Bandung. Analisis data menggunakan SPSS versi 21 dengan pengujian hipotesis melalui Two Way Anova. Hasil analisis dan perhitungan data mengungkapkan bahwa tidak terdapat perbedaan pengaruh yang signifikan antara kedua model pembelajaran terhadap peningkatan self-efficacy, tidak terdapat interaksi antara model pembelajaran dengan motivasi terhadap peningkatan self-efficacy, tidak terdapat perbedaan pengaruh yang signifikan antara kedua model pembelajaran dengan tingkat motivasi tinggi terhadap peningkatan self-efficacy dan tidak terdapat perbedaan pengaruh yang signifikan antara kedua model pembelajaran dengan tingkat motivasi rendah terhadap peningkatan self-efficacy. Kesimpulan penelitian ini adalah kedua model pembelajaran memberikan pengaruh yang sama baiknya pada kelompok tingkat motivasi tinggi dan rendah terhadap self-efficacy dan tidak ada interaksi antara model pembelajaran dengan motivasi terhadap peningkatan self-efficacy siswa. Kata Kunci : Model Pembelajaran Teaching Personal and Social Responsibility, Model Pembelajaran Cooperative Learning, Tingkat Motivasi, Self-Efficacy. ------------Self-Efficacy is a person's belief in his ability to complete certain tasks. The purpose of this study was to determine the difference in influence between learning models, namely teaching personal and social responsibility (TPSR) and Cooperative Learning on students who have high and low motivation levels to increase self-efficacy of fifth grade students. Experimental methods with 2x2 factorial design. The sample of this research is 105 pupils taken using total sampling technique in fifth grade students at SDN 208 Luginasari, Bandung. Data analysis using SPSS version 21 with hypothesis testing through Two Way Anova. The results of the analysis and calculation of the data revealed that there is no significant difference in effect between the two learning models on increasing self-efficacy, there is no interaction between learning models with motivation towards increasing self-efficacy, there is no significant difference in effect between the two learning models with high levels of motivation towards increasing self-efficacy and there is no significant difference in effect between the two learning models with low motivation levels on increasing self-efficacy. The conclusion of this study is that both learning models have the same effect to both group high and low motivation levels on self-efficacy and there is no interaction between learning models and motivation on increasing student self-efficacy. Keywords : Teaching Personal and Social Responsibility Learning Model, Cooperative Learning Model, Motivation Level, Self-Efficacy.