<![CDATA[The aim of this research was to figure out the effect of Problem based instruction toward self-efficacy and student learning outcomes. The design of the research was pretest and posttest non-equivalent. The samples were students in class VIIC and VIIDJunior High School 2 Seputih Mataram that were selected by purposive sampling. The quantitative data were learning outcomes obtained from the average value of pretest, posttest, and N-gain that were analyzed by Anova One way test on level of confidence 5 %. The qualitative data and student self-efficacy that analyzed descriptively. The result showed that learning outccomes of experiment class was mediumcriteria (57,21) and control class was medium criteria (31,87). The improvement of student self-efficacy in aspect of performance achievement shown by the experiment class was general criteria (75,88%). Therefore, it can be concluded that Problem Based Instruction improved learning outcomes and effected student self-efficacy.Tujuan penelitian ini untuk mengetahui pengaruh penggunaan model problem based instruction terhadap self-efficacy dan hasil belajar siswa. Desain penelitian ini adalah pretest-posttest kelompok tak ekuivalen. Sampel penelitian ini adalah siswa kelas VIIC dan VIID SMPN 2 Seputih Mataram yang dipilih secara purposive sampling. Data kuantitatif berupa hasil belajar diperoleh dari nilai pretes, postes, dan N-gain yang dianalisis secara statistik dengan uji Anova pada taraf kepercayaan 5%. Data kualitatif self-efficacy siswa yang dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa hasil belajar siswa kelas eksperimen berkriteria sedang (57,21) dan kelas kontrol berkriteria sedang (31,87). Peningkatan self-efficacy pada aspek pencapaian kinerja pada kelas eksperimen berkriteria pada umumnya (75,88%). Dengan demikian, disimpulkan bahwa problem based instruction meningkatkan hasil belajar siswa dan berpengaruh terhadap self-efficacy siswa.Kata kunci: hasil belajar, problem based instruction, self-efficacy]]>
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