PENGARUH STRATEGI PEMBELAJARAN KOOPERATIF DAN KEPERCAYAAN DIRI TERHADAP HASIL BELAJAR IPA SISWA KELAS IV SD - Ahmad Sabar; Efendi Napitupulu; Sri Listyarini (Jurnal Teknologi Pendidikan (JTP), 2022)
Abstrak: Proses pembelajaran yang dilakukan guru masih belum mampu mengaktifkan siswa secara optimal dalam belajar. Penelitian bertujuan untuk menganalisis pengaruh: (1) strategi pembelajaran kooperatif terhadap hasil belajar siswa, (2) kepercayaan diri terhadap hasil belajar siswa, dan (3) interaksi strategi pembelajaran dan kepercayaan diri terhadap hasil belajar IPA siswa. Sampel penelitian sebanyak 2 kelas. Intrumen penelitian berupa angket dan tes hasil belajar IPA yang telah memenuhi kriteria valid dan reliabel. Data dianalisis menggunakan teknik ANAVA dua jalur dengan desain faktorial 2×2. Hasil penelitian menunjukkkan: hasil belajar siswa yang diajarkan pembelajaran kooperatif tipe group investigation (77,14) lebih tinggi dibandingkan yang diajarkan tipe picture and picture (70,27); hasil belajar siswa dengan kepercayaan diri tinggi (77,08) lebih tinggi dibandingkan siswa dengan kepercayaan diri rendah (70,75); dan tidak terdapat interaksi strategi pembelajaran kooperatif dan tingkat kepercayaan diri. Kesimpulan penelitian: (1) terdapat pengaruh strategi pembelajaran kooperatif terhadap hasil belajar siswa, (2) terdapat pengaruh kepercayaan diri terhadap hasil belajar siswa, dan (3) tidak terdapat interaksi antara strategi pembelajaran kooperatif dan kepercayaan diri terhadap hasil belajar IPA siswa.Kata kunci: group investigation, picture and picture, hasil belajar IPAAbstract: The learning process carried out by the teacher is still not able to activate students optimally in learning. The research aims to analyze the effect of: (1) cooperative learning strategies on student learning outcomes, (2) confidence in student learning outcomes, and (3) the interaction of learning strategies and self-confidence on students' science learning outcomes. The research sample was 2 classes. Research instruments in the form of questionnaires and tests of science learning outcomes that have met the valid and reliable criteria. Data were analyzed using two-way ANOVA technique with a 2×2 factorial design. The results showed: the learning outcomes of students who were taught cooperative learning with the group investigation type (77.14) were higher than those taught by the picture and picture type (70.27); student learning outcomes with high self-confidence (77.08) are higher than students with low self-confidence (70.75); and there is no interaction between cooperative learning strategies and the level of self-confidence. Research conclusions: (1) there is an effect of cooperative learning strategies on student learning outcomes, (2) there is an effect of self-confidence on student learning outcomes, and (3) there is no interaction between cooperative learning strategies and self-confidence on students' science learning outcomes. Keywords: group investigation, picture and picture, science learning outcomes