The Effect of STAD-Cooperative Learning Model with Concept Maps in Promoting Students’ Self-Efficacy and Conceptual Understanding of Thermochemistry
DOI:
https://doi.org/10.23887/jpki.v8i2.76461Keywords:
STAD, Concept Maps, Conceptual Understanding, Self-Efficacy, ThermochemistryAbstract
The research sought to explore how employing the Student Team Achievement Division (STAD) cooperative learning model, along with concept maps, impacts the enhancement of students' self-efficacy and grasp of thermochemistry concepts. This study employed a quasi-experimental approach using a pretest-posttest control group design. It was carried out among 127 11th-grade science students from MAN 1 Bengkulu City, chosen through cluster random sampling. The information was gathered by utilizing self-efficacy questionnaires and conceptual understanding tests and was analyzed using Multivariate Analysis of Variance (MANOVA). The findings indicated that the obtained p-value was less than 0.05 (p<0.05), revealing a statistically significant difference in self-efficacy and conceptual understanding between students in the experimental and control groups. This suggests that students in the experimental group showed greater enhancements in self-efficacy and conceptual understanding when compared to those in the controlled group. Thus, These findings revealed that STAD-cooperative learning with concept maps had a better influence in enhancing self-efficacy and student conceptual understanding of thermochemistry.
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