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All Journal Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan
Anisya Humaida Hasibuan
Program Studi Pendidikan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Medan, Jalan Willem Iskandar Pasar V Medan Estate, Medan, Sumatera Utara 20221, Indonesia
Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Immunology & microbiology Mathematics Physics Social Sciences

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Pengaruh Model Pembelajaran Kooperatif Tipe Two Stay Two Stray (TSTS) terhadap Efikasi Diri dan Hasil Belajar Siswa pada Materi Asam Basa Kelas XI SMA Anisya Humaida Hasibuan; Makharany Dalimunthe
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 5 No. 3 (2025): July
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v5i3.510

Abstract

The purpose of this study was to determine the significant effect of the Two Stay Two Stray (TSTS) cooperative learning model on students' self-efficacy and learning outcomes, and to determine the correlation between self-efficacy and learning outcomes at SMA Swasta Cerdas Murni. The research sample was taken using a cluster sampling technique, namely class XI IPA 3 as the experimental class and XI IPA 1 as the control class. The instruments used were objective tests to measure learning outcomes and non-test questionnaires to measure self-efficacy. Data analysis was carried out through normality, homogeneity, linearity tests, and hypothesis tests using independent sample t-tests and correlation tests. The results showed that the average self-efficacy and student learning outcomes increased significantly after learning. The N-Gain value of self-efficacy in the experimental group was 0.5486 while the learning outcomes were 0.8212, both of which were higher than the control group. For learning outcomes, the N-Gain value of the experimental class (0.8212) was also higher than the control class (0.7515). The t-test results showed a significant difference between the experimental and control groups in terms of self-efficacy and student learning outcomes (p < 0.05). Furthermore, there was a significant correlation between self-efficacy and learning outcomes (p = 0.001). Thus, TSTS-based learning has been proven effective in improving student self-efficacy and learning outcomes, and there is a strong positive relationship between the two variables.
Co-Authors Makharany Dalimunthe