Zulfikar, Muhammad (2015) PENGARUH MODEL PEMBELAJARAN INQUIRY DAN PEMODELAN TERHADAP SELF-EFFICACY SISWA DALAM PEMBELAJARAN PENDIDIKAN JASMANI. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Tujuan penelitian ini adalah untuk mengungkap pengaruh model pembelajaran inquiry dan pemodelan terhadap self-efficacy siswa. Pemodelan yang digunakan dalam penelitian ini yaitu pemodelan single-mastery dan pemodelan multiple-coping. Metode yang digunakan dalam penelitian ini adalah metode eksperimen dengan desain nonequivalent pretest and posttest control group. Kelompok eksperimen dalam penelitian ini ada dua. Kelompok pertama diberi perlakuan model pembelajaran inquiry pemodelan single-mastery dan kelompok kedua menerima perlakuan model pembelajaran inquiry pemodelan multiple-coping. Sedangkan kelompok kontrol menerima model pembelajaran tradisional yaitu model pembelajaran direct. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII MTsN Watampone, Kabupaten Bone, Provinsi Sulawesi Selatan, yang berjumlah 537 siswa yang terbagi dalam 18 kelas. Sampel dalam penelitian ini adalah kelas VIII B, VIII A1, dan VIII E yang diambil dengan menggunakan teknik cluster random sampling. Penelitian berlangsung selama tujuh kali pertemuan dalam tujuh minggu. Perlakuan berlangsung selama lima pertemuan dan sebelum diberikan perlakuan kedua kelompok diberikan pretest dan setelah perlakuan diberikan posttest berupa skala self-efficacy. Skala self-efficacy yang digunakan adalah instrumen yang dikembangkan oleh penulis dari teori self-efficacy Bandura. Teknik analisis data yang digunakan adalah uji-t paired sample dan Analysis of Covariance (ANCOVA) dengan menggunakan perangkat lunak SPSS 18. Hasil penelitian menunjukkan bahwa: (1) Terdapat peningkatan yang signifikan dari skor self-efficacy siswa yang mengikuti model pembelajaran inquiry pemodelan single-mastery. (2) Terdapat peningkatan yang signifikan dari skor self-efficacy siswa yang mengikuti model pembelajaran inquiry pemodelan multiple-coping. (3) Model pembelajaran inquiry pemodelan multiple-coping lebih efektif terhadap peningkatan self-efficacy siswa daripada model pembelajaran inquiry pemodelan single-mastery dan model pembelajaran direct. Penelitian ini merekomendasikan pembelajaran dalam pendidikan jasmani sebaiknya menggunakan model pembelajaran inquiry pemodelan multiple-coping agar self-efficacy siswa bisa ditingkatkan. ---------- The purpose of this study was to reveal the influence of inquiry learning model and modeling on the self-efficacy of students. Modeling that used in this research were single-mastery modeling and multiple-coping modeling. The method that used in this study is the experimental method with nonequivalent pretest and posttest control group design. The experimental group in this study was twofold. The first group was treated inquiry learning model with single-mastery modeling and the second group received treatment with the inquiry learning model with multiple-coping modeling. While the control group received the traditional teaching model that is direct instructional. The population in this study were all eighth grade students of MTsN Watampone, Bone Regency, South Sulawesi Province, totaling 537 students divided into 18 classes. The sample in this research was class VIII B, VIII A1, and VIII E. They were taken using cluster random sampling technique. The research lasted for seven meetings in seven weeks. The treatment lasted for five meetings before being given treatment and both groups were given a pretest and posttest after the treatment was given in the form of self-efficacy scale. Self-efficacy scale that used is an instrument developed by the author from the theory of Bandura’s self-efficacy. Data analysis technique used was paired sample t-test and Analysis of Covariance (ANCOVA) using the software SPSS 18. The results showed that: (1) There is a significant increase in self-efficacy scores of students who followed the inquiry learning model with single-mastery modeling. (2) There is a significant increase in self-efficacy scores of students who followed the inquiry learning model with multiple-coping modeling. (3) inquiry learning model with multiple-coping modeling more effectively to increase students' self-efficacy than inquiry learning model with a single-mastery modeling and direct instruction. The study recommends that learning in physical education should use inquiry learning model with multiple-coping modeling so that the student’s self-efficacy could be improved.
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | T POR ZUL p-2015; Pembimbing: I. Mulyana, II. Yudy Hendrayana |
| Uncontrolled Keywords: | Model Pembelajaran Inquiry, Pemodelan, Self-efficacy, Pendidikan Jasmani |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools L Education > LB Theory and practice of education > LB2361 Curriculum R Medicine > RC Internal medicine > RC1200 Sports Medicine |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Olahraga S-2 |
| Depositing User: | Mr. Tri Agung |
| Date Deposited: | 28 Jul 2016 01:52 |
| Last Modified: | 28 Jul 2016 01:52 |
| URI: | http://repository.upi.edu/id/eprint/20684 |
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