PENGARUH MODEL SELF-REGULATED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH DAN SELF-EFFICACY SISWA

Abstract

Penelitian ini bertujuan untuk menganalisis perbedaan kemampuan pemecahan masalah dan self-efficacy antara kelompok siswa yang belajar menggunakan model self-regulated learning dan kelompok siswa yang belajar menggunakan model pembelajaran langsung (direct instruction). Jenis penelitian ini adalah penelitian eksperimental semu (quasi eksperiment) dengan desain pretest-posttest nonequivalent control group design. Variabel terikat dalam penelitian ini yaitu kemampuan pemecahan masalah dan self-efficacy sedangkan variabel bebas dengan dua level yaitu model self-regulated learning dan kelompok siswa yang belajar menggunakan model pembelajaran langsung (direct instruction). Populasi dalam penelitian ini adalah seluruh siswa kelas X di SMA Negeri 1 Sukawati Tahun Ajaran 2015/2016 dengan jumlah total 376 siswa. Sampel ditentukan dengan teknik group random sampling sehingga diperoleh kelas X4 (40 siswa) sebagai kelas kelas eksperimen dan kelas X6 (40 siswa) sebagai kelas kontrol. Teknik statistika dalam penelitian ini menggunakan teknik MANOVA. Hasil penelitian yang diperoleh yaitu 1) terdapat perbedaan kemampuan pemecahan masalah dan self-efficacy siswa antara yang belajar dengan model self-regulated learning dengan siswa yang diajar dengan model pembelajaran langsung (F = 24,495; p<0,05); 2) terdapat perbedaan kemampuan pemecahan masalah antara kelompok model self-regulated learning dan kelompok model pembelajaran langsung (F = 33,236; p<0,05); 3) terdapat perbedaan self-efficacy antara kelompok model self-regulated learning dan kelompok model pembelajaran langsung (F = 37,14; p<0,05). Berdasarkan uji LSD diperoleh kemampuan pemecahan masalah dan self-efficacy yang dicapai oleh siswa yang belajar dengan menggunakan model self-regulated learning lebih baik dibandingkan dengan siswa yang belajar dengan menggunakan pembelajaran langsung.
Kata Kunci : self-regulated learning, kemampuan pemecahan masalah, self-efficacy

This study aimed to analyze the differences in problem solving skills and self-efficacy among groups of students who learn to use the model of self-regulated learning and student groups were studied using direct learning model (direct instruction). This research is a quasi-experimental research (quasi experiment) with a pretest-posttest design nonequivalent control group design. The dependent variable in this study is the problem solving and self-efficacy whereas independent variables with two levels, namely the model of self-regulated learning and student groups were studied using direct learning model (direct instruction). The population in this study were all students of class X SMAN 1 Sukawati the school year of 2015/2016 with a total of 376 students. The sample was determined by random sampling technique to obtain the group X4 class (40 students) as an experimental class class X6 and class (40 students) as the control class. Statistical techniques in this study using the technique MANOVA. The results obtained are 1) there are differences in problem solving skills and self-efficacy among students who study with the model of self-regulated learning with students who are taught by direct learning model (F = 24.495, p <0.05); 2) there is a difference between the group problem solving skills model of self-regulated learning and direct instruction model group (F = 33.236, p <0.05); 3) there is a difference between the self-efficacy model of self-regulated learning and direct instruction model group (F = 37.14; p <0.05). Based on the obtained LSD test problem-solving ability and self-efficacy achieved by students who learn by using a model of self-regulated learning better than students who learn by using direct instruction.
keyword : self-regulated learning, problem solving, self-efficacy