PENGARUH SELF-EFFICACY TERHADAP KETERAMPILAN KOMUNIKASI DAN HASIL BELAJAR IPS SISWA SMP NEGERI 1 BANDUNG

Anisa Siti Nurjannah, - (2024) PENGARUH SELF-EFFICACY TERHADAP KETERAMPILAN KOMUNIKASI DAN HASIL BELAJAR IPS SISWA SMP NEGERI 1 BANDUNG. S2 thesis, Universitas Pendidikan Indonesia.

	Text T_PIPS_2310792_Tittle.pdf Download (545kB)
	Text T_PIPS_2310792_Chapter 1.pdf Download (407kB)
	Text T_PIPS_2310792_Chapter 2.pdf Restricted to Staf Perpustakaan Download (658kB)
	Text T_PIPS_2310792_Chapter 3.pdf Download (775kB)
	Text T_PIPS_2310792_Chapter 4.pdf Restricted to Staf Perpustakaan Download (1MB)
	Text T_PIPS_2310792_Chapter 5.pdf Download (348kB)
	Text T_PIPS_2310792_Appendix.pdf Restricted to Staf Perpustakaan Download (3MB)

Abstract

Sebagian besar siswa tidak yakin dalam menguasai materi dan mengembangkan keterampilan dalam pembelajaran IPS di kelas. Pada-abad 21 ini keterampilan komunikasi menjadi hal yang penting untuk dikembangkan. Fakta dilapangan menunjukkan bahwa hasil belajar IPS dan keterampilan komunikasi siswa masih tergolong belum maksimal karena kurangnya rasa percaya diri siswa dalam menyelesaikan suatu tugas maupun mengemukakan pendapat saat proses belajar sehingga pentingnya self-efficacy pada peserta didik. Penelitian ini bertujuan untuk menganalisis pengaruh antara Self-efficacy dengan Keterampilan Komunikasi dan Hasil belajar IPS siswa SMP Negeri 1 Bandung. Pendekatan penelitian dilakukan dengan penelitian kuantitatif, metode eksperimen dengan one group pre-post test design. Teknik analisis data melalui statistik deskriptif, uji Multivariate dan uji Paired sample T-test. Dengan output yang dihasilkan dalam penelitian ini berupa modul bahan ajar IPS dalam meningkatkan self-efficacy siswa. Berdasarkan hasil penelitian menunjukkan bahwa terdapat pengaruh signifikan antara pengaruh self-efficacy terhadap Keterampilan Komunikasi dan Hasil Belajar IPS, dan terdapat perbedaan keterampilan komunikasi maupun Hasil belajar IPS sebelum dan sesudah diberikan perlakuan self-efficacy menggunakan model problem based learning. Penelitian ini mengokohkan teori kognitif sosial bandura, bahwa individu yang merasa yakin akan kemampuan dirinya cenderung memiliki motivasi yang tinggi dalam pembelajaran sehingga dapat memaksimalkan potensi dan hasil belajar yang ada dalam dirinya, selanjutnya faktor eksternal seperti guru dan teman sebaya dapat memengaruhi tingkat keyakinan siswa untuk dapat menyelesaikan suatu tugas. Sumber efikasi diri seperti persuasi verbal dan pemberian reward dapat mendorong tingkat efikasi diri siswa untuk lebih aktif dalam proses belajar. Most students are not confident in mastering the material and developing skills in social studies learning in the classroom. In the 21st century, communication skills are important to develop. Facts in the field show that social studies learning outcomes and students' communication skills are still not optimal because of the lack of student confidence in completing a task or expressing opinions during the learning process, so that self-efficacy is important for students. This study aims to analyze the influence of Self-efficacy with Communication Skills and Social Studies Learning Outcomes of students at SMP Negeri 1 Bandung. The research approach was carried out using quantitative research, experimental methods with one group pre-post test design. Data analysis techniques through descriptive statistics, Multivariate tests and Paired sample T-tests. With the output produced in this study in the form of social studies teaching material modules in improving student self-efficacy. Based on the results of the study, it shows that there is a significant influence between the influence of self-efficacy on Communication Skills and Social Studies Learning Outcomes, and there are differences in communication skills and Social Studies learning outcomes before and after being given self-efficacy treatment using the problem based learning model. This study strengthens Bandura's social cognitive theory, that individuals who feel confident in their abilities tend to have high motivation in learning so that they can maximize their potential and learning outcomes, then external factors such as teachers and peers can influence the level of student confidence in being able to complete a task. Sources of self-efficacy such as verbal persuasion and reward can increase the level of self-efficacy students to be more active in the learning process.

Item Type:	Thesis (S2)
Additional Information:	https://scholar.google.com/citations?authuser=1&user=-LKD7XAAAAAJ ID Sinta Dosen Pembimbing: Siti Nurbayani: 5976314 Erlina Wiyanarti: 5992644
Uncontrolled Keywords:	Self-Efficacy, Hasil Belajar, Keterampilan Komunikasi, Pembelajaran IPS Self Efficacy, Learning Outcomes, Communication Skills, Social Studies Learning
Subjects:	L Education > L Education (General)
Divisions:	Fakultas Pendidikan Ilmu Pengetahuan Sosial > Pendidikan Ilmu Pengetahuan Sosial-S2
Depositing User:	Anisa Siti Nurjannah
Date Deposited:	30 Sep 2024 03:08
Last Modified:	30 Sep 2024 03:08
URI:	http://repository.upi.edu/id/eprint/126540

Actions (login required)

View Item