Pengaruh Model Pembelajaran Dan Self-Efficacy Terhadap Hasil Belajar Matematika Siswa SMA Negeri 1 Parigi

Abstract

The research aimed to describe the influence of instruction model and self-efficacy to the student’s mathematics learning achievements. The research used quasi-experiment method with 2 x 2 factorial designs. Population of this research was students at grade X_P.Mia SMA Negeri 1 Parigi in District of South Parigi. Sample of this research was students at Grade X_E (28 students) and students at grade X_F (30 students). Data was collcted by simple random sampling technique. Variable of this research was namely: independent variable was instruction model and self-efficacy and dependent variable was mathematics learning achievements.  The data was collected by documentation, questionnaire, and learning achievement test. The result of the research was shown: (1) There was a significant different of student’s mathematics achievements between students were learning by PBL instruction model and studens were learning by STAD type of  cooperative learning; (2) There was a significant different of student’s mathematic learning achievements with high self-efficacy and student’s achievements with low self-efficacy; (3) There was  an interaction between teacher instruction model and student self-efficacy; (4) student’s mathematics achievements with high self-efficacy, who was learning with PBL instruction model don’t be better than student, who was learning with STAD type of cooperative learning model; (5) Student’s mathematics learning achievements with low self-efficacy, who was learning with PBL instruction model were better than student who learning by STAD type of cooperative learning model; (6) Student’s mathematics learning achievements who were learning with PBL instruction model, between student with high self-efficacy better than student’s with low self-efficacy; (7)  Student’s mathematics learning achievements who learning with STAD type of cooperative learning model, between student with high self-efficacy better than student’s with low self-efficacy