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All Journal Jurnal Didaktika Dwija Indria
Roy Ardiansyah
PGSD Universitas Sebelas Maret Surakarta
Education

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Pengaruh model pembelajaran multiliterasi terhadap keterampilan berpikir kritis ditinjau dari self regulated learning mahasiswa Milenia Suci Rachmawati; Idam Ragil Widianto Atmojo; Roy Ardiansyah
Didaktika Dwija Indria Vol 11, No 4 (2023): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v11i4.77593

Abstract

As a teacher candidate, it is important for a student to master the 21st century skills, namely the 4C. Critical thinking is one of the directions of 21st century education. As prospective educators, students need to master critical thinking skills which are supported by good self-regulated learning as a provision so that later they are able to conduct meaningful learning in class. This study aims to determine the effect of applying the multiliteracy learning model on students' critical thinking skills in terms of the students' self-regulated learning. The type of research method used is a quantitative experiment with a 2 x 3 factorial design. Based on the results of hypothesis testing using the two-way ANOVA test with different cells, the results are Fobs > Fα  with details, namely Fa > Fα (18,03901 > 3,986269479), Fb > Fα (27,5862 > 3,135917934), and Fab > Fα(139,2992 > 3,135917934). Referring to these results, it can be seen that the multiliteracy learning model has an effect on students' critical thinking skills, self-regulated learning has an effect on students' critical thinking skills, and there is an interaction between the multiliteracy learning model and the level of self-regulated learning on critical thinking skills.
Pengaruh model pembelajaran self regulated learning (srl) terhadap keterampilan berpikir kritis pada pembelajaran ipa ditinjau dari internal locus of control Nanda Cossin Nawa Salsabiela; Roy Ardiansyah; Matsuri Matsuri
Didaktika Dwija Indria Vol 13, No 2 (2025): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v13i2.77299

Abstract

The aim of this study is to know the impact of the Learning Model Self-Regulated Learning (SRL) on Critical Thinking Skills (KBK) on learning IPA reviewed from the Internal Locus of Control. (ILC). This type of research is quasi-experimental. The sample of this study was 88 pupils, of which 46 pupils were grouped into experimental classes for treatment using the SRL learning model and 42 pupils treated using the Direct Instruction learning model. (DI). Data collection techniques use tests and scales. The data was then analyzed using the Anava Two Way Hypothesis Testing Technique and the Schaffe Advanced Testing Method. The results of the study showed that there was an influence between the SRL learning model and the DI learning model on pupils with low, medium, and high ILC against KBK on IPA learning with a significance level of 0,000 > 0,05. Students with a high ILC have a better KBK score (87,46) when given the SRL learning model. While students with low internal locus have a better and responsive KBK score (67,86) when given with the DI learning model. However, overall learners with low, medium, and high ILCs were better when given the SRL learning model with a marginal rate of 73.41.
Studi Hubungan Self-Efficacy terhadap Hasil Belajar Kognitif pada Mahasiswa PGSD Surakarta UNS Elvina Isna Nurjanah; Matsuri Matsuri; Roy Ardiansyah
Didaktika Dwija Indria Vol 11, No 3 (2023): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v11i3.76956

Abstract

This research aims to find out whether there is a relationship between the self-efficacy variable and the cognitive learning outcome variable. The research design taken is correlational research with data collection techniques in the form of tests and scales. The research population is the entire student PGSD UNS Forces 2021. Sampling is done using the random cluster sampling technique. The data analysis technique used is simple correlation coefficient analysis. From the results of data analysis can be drawn the conclusion that there is no positive and significant relationship between self-efficacy and cognitive learning outcomes with the acquisition of a significance value of 0,657 > 0,05 with a pearson correlation value of -0,054.
Co-Authors Elvina Isna Nurjanah Idam Ragil Widianto Atmojo Matsuri . Milenia Suci Rachmawati Nanda Cossin Nawa Salsabiela