PENGARUH MODEL PEMBELAJARAN ARCS (Attention, Relevance, Confidence, and Satisfaction) BERBANTUAN MEDIA SPARKOL VIDEOSCRIBE TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DITINJAU DARI SELF EFFICACY

SUKMA, Holani (2024) PENGARUH MODEL PEMBELAJARAN ARCS (Attention, Relevance, Confidence, and Satisfaction) BERBANTUAN MEDIA SPARKOL VIDEOSCRIBE TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DITINJAU DARI SELF EFFICACY. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini bertujuan untuk mengetahui apakah terdapat pengaruh model pembelajaran ARCS (Attention, Relevance, Confidence and Satisfaction) berbantuan media sparkol videoscribe terhadap kemampuan pemecahan masalah matematis ditinjau dari Self Efficacy. Penelitian ini merupakan penelitian Quasy Experiment Design dengan posttest dan angket. Penelitian ini memiliki populasi sebanyak 4 kelas VII. Sampel digunakan sebanyak 2 kelas dengan teknik pengambilan sampel cluster random sampling. yaitu kelas VII D sebagai kelas eksperimen dan kelas VII C sebagai kelas kontrol. Instrumen yang digunakan untuk mengumpulkan data adalah berupa tes (essay) dan angket. Berdasarkan hasil perhitungan, setelah dilakukan uji hipotesis menggunakan uji anova dua jalur menggunakan SPSS 26 didapat bahwa (1) Terdapat pengaruh model pembelajaran ARCS (Attention, Relevance, Confidence and Satisfaction) berbantuan media sparkol videoscribe terhadap kemampuan pemecahan masalah matematis. (2) Tidak terdapat pengaruh self efficacy terhadap kemampuan pemecahan masalah matematis. (3) Tidak terdapat interaksi penggunaan model pembelajaran ARCS (Attention, Relevance, Confidence and Satisfaction) berbantuan media sparkol videoscribe dan self efficacy terhadap kemampuan pemecahan masalah matematis. Kata Kunci: Model Pembelajaran ARCS berbantuan media sparkol videoscribe, Self Efficacy, dan Kemampuan Pemecahan Masalah Matematis. iii ABSTRACT This research aims to determine whether there is an influence of the ARCS (Attention, Relevance, Confidence and Satisfaction) learning model assisted by Sparkol Videoscribe media on mathematical problem solving abilities in terms of Self Efficacy. This research is a Quasy Experiment Design research with posttest and questionnaire. This study had a population of 4 class VII. The sample used was 2 classes using cluster random sampling technique. namely class VII D as the experimental class and class VII C as the control class. The instruments used to collect data are tests (essays) and questionnaires. Based on the calculation results, after testing the hypothesis using a two-way ANOVA test using SPSS 26, it was found that (1) There is an influence of the ARCS (Attention, Relevance, Confidence and Satisfaction) learning model assisted by Sparkol Videoscribe media on mathematical problem solving abilities. (2) There is no influence of self-efficacy on mathematical problem solving abilities. (3) There is no interaction between the use of the ARCS (Attention, Relevance, Confidence and Satisfaction) learning model assisted by Sparkol Videoscribe media and self-efficacy on mathematical problem solving abilities. Keywords: ARCS Learning Model assisted by sparkol videoscribe media, Self Efficacy, and Mathematical Problem Solving Ability.

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