PENGARUH MODEL PEMBELAJARAN STUDENT TEAM ACHIEVEMENT DIVISION (STAD) TERHADAP KETERAMPILAN PROSES SAINS DITINJAU DARI SELF-EFFICACY SISWA

  • dwi seto dharma universitas lampung
  • Feriansyah Sesunan Universitas Lampung
  • Abdurrahman . Universitas Lampung

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This study aims to determine the effect of the Student Team Achievement Division (STAD) learning model on the Science Process Skills reviewed by Student Self-Efficacy. This research was conducted in class X IPA 1 and X IPA 3 in SMAN 13 Bandar Lampung in the 2017/2018 school year. Both classes were divided into STAD class as experimental class and GI class as control class. At the beginning of the study, students filled out the self-efficacy scale to determine the self-efficacy of each student, and at the end of the learning, the students tested the Science Process Skills ability using the Science Process Skill test questions, then analyzed data with Two-Way ANOVA. Based on the results of the test, it can be concluded: 1) STAD learning model has a significant effect on students' Science Process Skills, with a significant influence can be obtained from differences in the average value of Science Process Skills in the classes applied STAD and GI learning models, ie 63,3 and 71,2. 2) The state of self-efficacy has a significant effect on students' Science Process Skills, with a significant influence can be obtained from differences in the average value of Science Process Skills in students who have high self-efficacy and students who have low self-efficacy, ie, 73,0 and 57,7. 3) There is no interaction between the influence of the learning model and the state of students 'self-efficacy on students' Science Process Skills. So between the use of learning models and the state of self-efficacy, students have their influence on students' Science Process Skill

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Program Studi Pendidikan Fisika

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Program Studi Pendidikan Fisika

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2019-07-14