PENGARUH PEMBELAJARAN PEMECAHAN MASALAH BERBASIS REPRESENTASI MULTIPEL PADA MATERI KESETIMBANGAN KIMIA TERHADAP EFIKASI DIRI SISWA
DOI:
https://doi.org/10.23887/jpk.v4i2.21896Kata Kunci:
Efikasi Diri, Pemecahan Masalah, KimiaAbstrak
Tingkat keberhasilan siswa dalam mempelajari kimia selain dipengaruhi oleh kemampuan penguasaan konsep dan kemampuan pemecahan masalah, ada faktor lain yang dapat mempengaruhi yaitu faktor psikologis siswa seperti afiksasi diri. Tujuan penelitian ini adalah untuk mengkaji afiksasi diri siswa pada penerapan model pembelajaran pemecahan masalah berbasis representasi multipel dengan model pembelajaran pemecahan masalah pada materi kesetimbangan kimia. Penelitian ini merupakan penelitian kuasi eksperimen dengan Posttest Only Design. Sampel dalam penelitian ini adalah dua kelas siswa kelas XI MIPA pada salah satu SMA yang diambil menggunakan teknik Purposive sampling. Kelas eksperimen (26 siswa) diajarkan dengan model pembelajaran pemecahan masalah berbasis representasi multipel sedangkan kelas kontrol (24 siswa) diajarkan dengan model pembelajaran pemecahan masalah. Instrumen yang digunakan untuk memperoleh data dalam penelitian ini adalah instrumen angket. Data yang diperoleh, kemudian dianalisis dengan menggunakan uji statistik parametric. Berdasarkan hasil uji Independent t-test diperoleh nilai signifikansi sebesar 0,002 < 0,05. Sehingga dapat disimpulkan bahwa terdapat perbedaan afiksasi diri siswa antara penerapan model pembelajaran pemecahan masalah berbasis representasi multipel dengan model pembelajaran pemecahan masalah.
ABSTRACT
The level of success of students in studying chemistry is not only influenced by the ability to master concepts and problem-solving abilities, there are other factors that can influence, namely students' psychological factors such as self-efficacy. The aims of this study were to examine students' self-efficacy in the application of multiple representation-based problem-solving learning models with problem-solving learning models on chemical equilibrium material. This research is a quasi-experimental study with Posttest Only Design. The sample in this study were two classes of students of class XI MIPA at a high school who were taken using purposive sampling technique. The experimental class (26 students) was taught with a problem-solving learning model based on multiple representations while the control class (24 students) was taught with a problem-solving learning model. The instrument used to obtain data in this study was a questionnaire instrument. The data obtained were then analyzed using parametric statistical tests. Based on the results of the Independent t-test, it was obtained a significance value of 0.002 < 0.05. So, it can be concluded that there are differences in student self-efficacy between the application of multiple representation-based problem-solving learning models with problem solving learning models.
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