PENGARUH MODEL PEMBELAJARAN BERBASIS MASALAH TERHADAP SELF-EFFICACY DAN EMOTIONAL INTELLIGENCE SISWA SMA

Abstract

Penelitian ini bertujuan untuk menyelidiki efek Pembelajaran Berbasis Masalah terhadap self efficacy dan emotional intelligence siswa. Subyek penelitian ini adalah 146 siswa kelas XI IPA SMA Negeri 1 Denpasar tahun pelajaran 2013/2014 yang terbagi dalam empat kelompok kelas yang diambil secara acak. Disain penelitian yang digunakan dalam penelitian ini adalah Non-equivalent pretest-posttest control group design. Dua dari empat kelas kemudian dipilih secara acak sebagai kelompok eksperimen yang mengikuti pembelajaran berbasis masalah, dan dua kelas lainnya sebagai kelompok kontrol yang mengikuti pembelajaran langsung. Self Efficacy dan emotional intelligence siswa diukur dengan kuesioner Physics Self-Efficacy Scale (PSES) dan kuesioner emotional intelligence yang diberikan saat pre-test dan post-test. Teknik analisis data yang digunakan meliputi analisis deskriptif dan analisis varian multivariat satu jalur (MANOVA). Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan antar model pembelajaran terhadap self efficacy dan emotional intelligence ( F=38,243;p<0,05), (2) terdapat perbedaan self efficacy yang signifikan antara kelompok siswa yang mengikuti pembelajaran berbasis masalah dan pembelajaran langsung (F=73,846;p<0,05), dan (3) terdapat perbedaan emotional intelligence yang signifikan antara kelompok siswa yang mengikuti pembelajaran berbasis masalah dan pembelajaran langsung (F=11,249;p<0,05).
Kata Kunci : Pembelajaran Berbasis Masalah, Self Efficacy dan Emotional Intelligence

This study purposed to investigate the effects of Problem Based Learning (PBL) on student’s self efficacy and emotional intelligence. The subjects of this study were 146 students of grade XI Science Program SMA Negeri 1 Denpasar academic year 2013/2014 which were grouped into four classes taken randomly. The research’s design that was used in this research is Nonequivalent pretest-posttest control group. Two of the classes were randomly chosen as experimental group, given PBL instruction, the other two classes were control group, given direct instruction. Student’s self efficacy and emotional intelligence were measured by questionnaire of Physics Self-Efficacy Scale (PSES) and emotional intelligence questionnaire as pre-test and post-tests. The analysis techniques that were used were descriptive analysis and one way multivariate analysis (MANOVA). The results of analysis showed that (1) there was significant difference between instruction model towards self efficacy and emotional intelligence ( F=38.243;p<0.05), (2) there were significant differences on student self efficacy between students who were given problem based learning and direct instruction (F=73.846;p<0.05), and (3) there were significant difference on student emotional intelligence between students who were given problem based learning and direct instruction (F=11.249;p<0.05).
keyword : Problem Based Learning, Self Efficacy and Emotional Intelligence