PENINGKATAN SELF-EFFICACY MATEMATIS SISWA SMP MELALUI PEMBELAJARAN GENERATIF

• Main Author: La Moma
• Format: Article
• Language: English
• Published: Universitas Negeri Yogyakarta 2014-10-01
• Series: Cakrawala Pendidikan: Jurnal Ilmiah Pendidikan
• Online Access: https://journal.uny.ac.id/index.php/cp/article/view/2387

Abstrak: Self-efficacy matematis siswa penting, maka perlu ada upaya untuk meningkatkannya. Penelitian ini menerapkan model pembelajaran generatif (MPG) sebagai alternatif pembelajaran yang diperkirakan akan memicu peningkatan kemampuan tersebut. Tujuan penelitian untuk mengetahui seberapa besar kontribusi penerapan MPG terhadap peningkatan self-efficacy baik level sekolah (tinggi, sedang dan rendah), KAM (atas, sedang rendah). Penelitian menerapkan desain kuasi eksperimen. Sampel pada penelitian ini terdiri atas 191 orang siswa kelas VIII pada tiga SMP Negeri di Kota Yogyakarta masing-masing mewakili sekolah level tinggi, sedang, dan rendah. Hipotesis penelitian diuji pada taraf signifikansi 5%, analisis data yang digunakan uji Mann Whitney dan ANAVA dua jalur. Hasil penelitian menunjukkan (1) ada perbedaan pencapaian, peningkatan selfefficacy matematis siswa antara kelas eksperimen dan kelas control; dan (2) tidak terdapat interaksi antara pembelajaran dan level sekolah terhadap peningkatan self-efficacy matematis siswa. Kata Kunci: self-efficacy matematis, pembelajaran generatif THE ENHANCEMENT OF JUNIOR HIGH SCHOOL STUDENTS’ SELF-EFFICACY THROUGH GENERATIVE LEARNING Abstract: The students’ mathematics self-efficacy is important. So, there must be an effort to enhance it. This study implemented the generative learning model as an instructional alternative expected to be able to enhance students’ self-efficacy. This study was aimed to find out the contribution on the enhancement of the students’ self-efficacy. This study employed the quasi experiment design. The sample consisted of 191 grade eight students from three state junior high schools in Yogyakarta Municipality, each representing high-level schools, medium-level schools, and low-level schools. The hypothesis was tested at the significance level of 5%. The data were analyzed using the Mann Whitney and two-way ANOVA analyses. The findings showed that (1) there was a significant difference in the students’ self-efficacy between the experimental group and the control group; (2) there was no interaction between instruction and school levels on the enhancement of the students’ self-efficacy. Keywords: mathematics self-efficacy, generative learning