Azura Salsabila, - (2024) TEKNIK INQUIRY-BASED STRESS REDUCTION (IBSR) UNTUK MENGATASI KESULITAN BELAJAR SISWA PADA MATERI SISTEM IMUN DAN DAMPAKNYA TERHADAP KECEMASAN KOGNITIF, SELF EFFICACY DAN KEMAMPUAN METAKOGNITIF SISWA. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Stres akademik yang dialami siswa berdampak pada munculnya kesulitan dalam mengikuti pembelajaran di kelas. Menangani stres akademik yang dialami siswa dalam mengikuti pembelajaran dapat dilakukan dengan mengintegrasikan perlakuan psikologi ke dalam strategi pembelajaran yang biasa digunakan. Penelitian ini bertujuan meningkatkan metakognitif dan self-efficacy siswa dengan menurunkan kesulitan belajar dan kecemasan kognitif siswa melalui integrasi Inquiry-Based Stress Reduction (IBSR) ke dalam strategi pembelajaran untuk menurunkan stress akademik siswa selama mengikuti pembelajaran. Penelitian ini merupakan penelitian quasi experimental menggunakan pre-test posttestnonequivalent control group design. Penelitian dilaksanakan di salah satu SMA Negeri Kota Bandung dengan melibatkan 70 siswa kelas XI MIPA dari dua kelas berbeda, yaitu 35 siswa dari kelas eksperimen dan 35 siswa lainnnya dari kelas kontrol. Pembelajaran pada kelas eksperimen dan kelas kontrol dilakukan menggunakan Problem Based Learning (PBL). Teknik IBSR diberikan kepada kelas eksperimen, di awal pembelajaran dan beberapa tahap kegiatan inti PBL. Data stres akademik, kesulitan belajar, kecemasan kognitif dan self-efficacy siswa dijaring menggunakan kuesioner skala Likert dengan 8 skala. Kemampuan metakognitif siswa diukur menggunakan soal essay. Setelah 2 kali pertemuan, intervensi psikologi IBSR pada kelas eksperimen memiliki kesulitan belajar dan kecemasan kognitif siswa lebih rendah dibandingkan kelas kontrol. Intervensi psikologi IBSR pada kelas eksperimen terhadap self-efficacy dan kemampuan metakognitif siswa juga memiliki hasil lebih tinggi dibandingkan kelas kontrol. Hasil penelitian ini mengimplikasikan bahwa intervensi psikologi perlu diperhatikan ketika guru melakukan inovasi pembelajaran yang berujung pada peningkatan performa belajar siswa. Student academic stress can impact class participation. Integrating psychological treatment into learning strategies can help manage academic stress. The objective of this research is to enhance students' metacognitive and self-efficacy by reducing their learning difficulties and cognitive anxiety. This will be achieved by integrating Inquiry-Based Stress Reduction (IBSR) into learning strategies, which will help to alleviate academic stress during the learning process. The study is designed as a quasi-experimental study using a pretest-posttest nonequivalent control group design. The study was conducted at a Bandung City State High School with the participation of 70 class XI MIPA students from two different classes, 35 in the experimental class and 35 in the control class. Both classes utilized problem-based learning (PBL), with the experimental class receiving the IBSR technique at the beginning of learning and at various stages of core PBL activities. A questionnaire rating scale with 8 scales was used to collect data on academic stress, learning difficulties, cognitive anxiety, and student self-efficacy. Additionally, students' metacognitive abilities were measured using an open-ended essay. After two weeks of learning, the IBSR psychological intervention in the experimental class had lower student learning difficulties and cognitive anxiety than the control class. The IBSR psychological intervention in the experimental class on students' self-efficacy and metacognitive abilities also had higher results than the control class. The research suggests that psychological interventions should be considered when teachers implement learning innovations that improve student learning performance
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?hl=id&user=8bgZTYYAAAAJ ID SINTA Dosen Pembimbing: Adi Rahmat: 5986402 Yanti Hamdiyati: 6007061 |
| Uncontrolled Keywords: | IBSR, Kecemasan Kognitif, Kesulitan Belajar, Kemampuan Metakognitif, Self Efficacy, Sistem Imun. IBSR, Cognitive Anxiety, Learning Difficulty, Metacognitive Ability, Self Efficacy, Immune System. IBSR, Cognitive Anxiety, Learning Difficulty, Metacognitive Ability, Self Efficacy, Immune System. |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Biologi S-2 |
| Depositing User: | Azura Salsabila |
| Date Deposited: | 22 Aug 2024 06:50 |
| Last Modified: | 22 Aug 2024 06:50 |
| URI: | http://repository.upi.edu/id/eprint/120425 |
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