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  • Pengaruh Model Pembelajaran IPA Terpadu Tipe Integrated Pendekatan SETS (Science, Environment, Technology and Society) Terhadap self-efficacy siswa
    Penulis : Lya Azizatum Masfufah
    Dosen Pembimbing I : Laila Khamsatul Muharrami, S. Si., M. Si
    Dosen Pembimbing II :Irsad Rosidi, S.Pd., M.Pd
    Abstraksi

    Tujuan penelitian ini untuk mengetahui pengaruh, keterlaksanaan, respon dan self-efficacy siswa terhadap pembelajaran IPA terpadu tipe Integrated pendekatan SETS. Penelitian ini adalah eksperimen dengan menggunakan metode penelitian quasi eksperiment. Desain penelitian yang digunakan adalah The Matching Only Posttest-Control Group Design. Hasil rata-rata keseluruhan persentase observasi keterlaksanaan pembelajaran IPA terpadu tipe Integrated pendekatan SETS 96.03% kriteria sangat baik. Rata-rata persentase keseluruhan angket respon siswa 86.3% kriteria sangat menarik. Hasil rata-rata keseluruhan persentase self-efficacy pada kelas eksperimen (7B) 77.64% pada kelas kontrol (7D) 60.59%. Uji hipotesis menunjukkan terdapat perbedaan self-efficacy siswa yang mengikuti pembelajaran menggunakan IPA terpadu tipe integrated pendekatan SETS dengan self-efficacy siswa yang mengikuti pembelajaran menggunkan metode konvesional dengan nilai signifikansi 0.000. Kata kunci : IPA terpadu tipe Integrated, pendekatan SETS, self-efficacy

    Abstraction

    The purposed of this research was to knowed influence, implementation, response and student self-efficacy to integrated science learning type of integrated with approach SETS. This research was experiment by used research method of quasi experiment. Research design that used by matching only posttest-control group design. Total the average total result of observation implementation to integrated science learning type of integrated with approach SETS 96.03% criteria is very good. The average total result of student response 86.3% criteria is very interesting. Total the average total result of self-efficacy at experimen (7B) class of 77.64%, at the control (7D) class of 60.59%. Hypothesis test showed there were any different of students self-efficacy that followed integrated science learning type of approach SETS integrated with students self-efficacy that followed learning by used conventional method with the significance value of 0.000. Keywords: Integrated science type of Integrated, approach SETS, self-efficacy

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