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All Journal ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED Proceeding of International Conference on Biology Education, Natural Science, and Technology
Yusnadi Yusnadi
State University of Medan
Biochemistry, Genetics & Molecular Biology Chemistry Education Languange, Linguistic, Communication & Media Physics

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Kajian Teori Belajar Sosial Dalam Pembelajaran Tematik Mahfuzha Pane; Sri Hariyanti Manurung; Anita Yus; Yusnadi Yusnadi
ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED Vol. 15 No. 1 (2026): ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED
Publisher : FIP Unimed

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/xkfv8j06

Abstract

Penelitian ini mengkaji teori belajar sosial yang dikemukakan oleh Albert Bandura serta relevansinya dalam pembelajaran tematik. Kajian ini dilatarbelakangi oleh pentingnya pembelajaran bermakna yang tidak hanya menekankan aspek kognitif, tetapi juga dipengaruhi oleh interaksi sosial dan lingkungan belajar peserta didik. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kepustakaan. Data diperoleh dari berbagai sumber seperti buku teks, artikel jurnal ilmiah, serta penelitian terdahulu yang relevan, kemudian dianalisis menggunakan teknik deskriptif-interpretatif. Hasil penelitian menunjukkan bahwa Teori Belajar Sosial memiliki keterkaitan yang erat dengan pembelajaran tematik karena keduanya menekankan proses belajar melalui observasi, imitasi, pemodelan, dan interaksi sosial. Selain itu, penerapan teori ini dalam pembelajaran tematik dapat dilakukan melalui keteladanan guru, kerja sama antar peserta didik, pemanfaatan media pembelajaran, serta pemberian penguatan. Dengan demikian, Teori Belajar Sosial memberikan landasan teoritis yang penting dalam mendukung terciptanya pembelajaran tematik yang aktif, kontekstual, interaktif, dan bermakna.
Exploring Self-Efficacy and Critical Thinking Skills of Prospective Elementary School Teachers in Social Science Learning Ruslaini Ruslaini; Yusnadi Yusnadi; Edy Surya
Proceeding of International Conference on Biology Education, Natural Science, and Technology 2026: Proceeding of International Conference on Biology Education, Natural Science, and Technology
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

The demands of 21st century education require prospective teachers to have high-level thinking skills, particularly critical thinking skills, which are underpinned by strong self-efficacy to address increasingly complex educational challenges. This reserach aims to analyze the self efficacy and critical thinking skills of prospective elementary school teachers in social science learning. This study uses a quantitative approach with an exploratory survey design involving 29 students of the Elementary School Teacher Education Program at Iskandar Muda University, Banda Aceh, Indonesia. Information was compilet through a self-efficacy questionnaire developed based on the Bandura dimensions, namely quantity, strength, and generality, as well as a critical thinking skills test based on the Ennis indicator. Data analysis was carried out using descriptive statistics including mean values, percentages, and standard deviations. The results showed that the students' self-efficacy reached an average percentage of 83.08%, which was categorized as very high. Meanwhile, critical thinking skills showed improvement, with the average pretest score increasing from 60.80 to 78.85 on the posttest. These findings suggest that strong self-efficacy makes a positive contribution to the development of critical thinking skills, highlighting the importance of integrating cognitive and psychological aspects in preparing competent primary school teacher candidates.
Co-Authors Anita Yus Edy Surya Mahfuzha Pane Ruslaini Ruslaini Sri Hariyanti Manurung