Dewi Utami Tuzzahra, - (2022) BEBAN KERJA MENTAL, KECEMASAN KOGNITIF, DAN HUBUNGANNYA DENGAN SELF-EFFICACY SISWA PADA PEMBELAJARAN BIOLOGI DI MASA PANDEMI COVID-19. S2 thesis, Universitas Pendidikan Indonesia.
|
Text
T_BIO_2010396_Title.pdf Download (786kB) | Preview |
|
|
Text
T_BIO_2010396_Chapter1.pdf Download (169kB) | Preview |
|
![[img]](http://repository.upi.edu/style/images/fileicons/text.png) |
Text
T_BIO_2010396_Chapter2.pdf Restricted to Staf Perpustakaan Download (610kB) |
|
|
Text
T_BIO_2010396_Chapter3.pdf Download (354kB) | Preview |
|
|
Text
T_BIO_2010396_Chapter4.pdf Restricted to Staf Perpustakaan Download (953kB) |
|
|
Text
T_BIO_2010396_Chapter5.pdf Download (67kB) | Preview |
|
|
Text
T_BIO_2010396_Appendix.pdf Restricted to Staf Perpustakaan Download (2MB) |
Abstract
Pandemi Covid-19 memaksa siswa menyesuaikan diri dengan pembelajaran daring dan blended learning yang memerlukan proses adaptasi. Kesulitan adaptasi menyebabkan beban kerja mental dan kecemasan kognitif tinggi. Self-efficacy diduga dapat mengurangi efek negatif beban kerja mental dan kecemasan kognitif. Penelitian ini bertujuan mendapatkan informasi beban kerja mental, kecemasan kognitif dan hubungannya dengan self-efficacy siswa pada pembelajaran Biologi di masa Pandemi Covid-19. Desain penelitian deskriptif dan korelasional dengan cross sectional survey digunakan dalam penelitian ini. Teknik convenience sampling digunakan terhadap lima sekolah di kota Sukabumi. 446 responden siswa dari 465 total siswa, dan tujuh responden guru Biologi berpartisipasi dalam penelitian ini. Instrumen berupa rubrik learning task, kuesioner beban kerja mental, kuesioner kecemasan kognitif, dan kuesioner self-efficacy yang diberikan kepada siswa setelah pembelajaran Biologi materi Kingdom Animalia dan Ekosistem. Hasil menunjukkan terdapat lima mode pembelajaran Biologi, yaitu mode A menggunakan video conference dengan metode ceramah, mode B menggunakan whatsapp group dengan metode penugasan, mode C menggunakan whatsapp group dengan metode ceramah, mode D menggunakan blended learning dengan metode ceramah, diskusi, dan praktikum, mode E menggunakan blended learning dengan metode ceramah dan diskusi. Learning task semua mode dominan pada retrieval dan comprehension, belum ada learning task yang mencapai self-system. Pembelajaran Biologi di masa pandemi menyebabkan beban kerja mental siswa tinggi, kecemasan kognitif siswa sedang, dan self-efficacy siswa tinggi. Hasil korelasi menunjukkan terdapat hubungan signifikan yang positif antara beban kerja mental dengan kecemasan kognitif dan beban kerja mental dengan self-efficacy. Hasil korelasi juga menunjukkan tidak ada hubungan antara kecemasan kognitif dan self-efficacy. Kata Kunci: Mode Pembelajaran, Learning task Pembelajaran Biologi, Beban Kerja Mental, Kecemasan Kognitif, Self-efficacy, Pandemi Covid-19 Covid-19 pandemic has forced students to adapt online and blended learning. Adaptation difficulties lead to high mental workload and cognitive anxiety. Self-efficacy is considered to reduce the negative effects of mental workload and cognitive anxiety. This study aims to obtain information on mental workload, cognitive anxiety and its relationship with students' self-efficacy in Biology learning during the Covid-19 Pandemic. Descriptive and correlational research design with cross sectional survey was used in this study. Convenience sampling technique was used for five schools in Sukabumi. 446 student respondents out of 465 total students, and seven Biology teacher respondents participated in this study. The instruments are learning task rubric, mental workload questionnaire, cognitive anxiety questionnaire, and self-efficacy questionnaire given to students after Biology learning in Animalia Kingdom and Ecosystem topic. The results show that there are five modes of Biology learning, mode A using video conference with the lecture method, mode B using whatsapp group with the assignment method, mode C using whatsapp group with the lecture method, mode D using blended learning with lecture, discussion, and practicum methods, mode E uses blended learning with lecture and discussion methods. Learning tasks of all modes are dominant in retrieval and comprehension, there is no learning task that reached the self-system. Biology learning during the pandemic causes students' mental workload was high, students' cognitive anxiety was moderate, and students' self-efficacy was high. The correlation results show that there was a significant positive relationship between mental workload and cognitive anxiety and mental workload with self-efficacy. Correlation results also show there is no relationship between cognitive anxiety and self-efficacy. Keywords: Learning Mode, Biology Learning task, Mental Workload, Cognitive Anxiety, Self-efficacy, Covid-19 Pandemic
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | ID Sinta Dosen Pembimbing : Adi Rahmat: 5986402 Yanti Hamdiyati: 6007061 |
| Uncontrolled Keywords: | Mode Pembelajaran, Learning task Pembelajaran Biologi, Beban Kerja Mental, Kecemasan Kognitif, Self-efficacy, Pandemi Covid-19 |
| Subjects: | L Education > L Education (General) Q Science > QH Natural history > QH301 Biology |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Jurusan Pendidikan Biologi > Program Studi Pendidikan Biologi |
| Depositing User: | Dewi Utami Tuzzahra |
| Date Deposited: | 02 Sep 2022 03:04 |
| Last Modified: | 02 Sep 2022 03:04 |
| URI: | http://repository.upi.edu/id/eprint/77295 |
Actions (login required)
 |
View Item |