PENGARUH MODEL PEMBELAJARAN RECIPROCAL TEACHING TERHADAP SELF-EFFICACY DAN KESIAPAN BELAJAR SISWA PADA MATA PELAJARAN BIOLOGI

MELLA, SABRINA PUTRI (2026) PENGARUH MODEL PEMBELAJARAN RECIPROCAL TEACHING TERHADAP SELF-EFFICACY DAN KESIAPAN BELAJAR SISWA PADA MATA PELAJARAN BIOLOGI. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Self-efficacy dan kesiapan belajar merupakan dua aspek penting untuk mendukung kesuksesan belajar yang harus dimiliki siswa. Namun berdasarkan hasil pra penelitian menunjukan kedua aspek tersebut masih rendah, hal ini terlihat dari kurangnya persiapan pada siswa membuat siswa pasif dalam mengikuti kegiatan belajar serta siswa banyak yang tidak percaya pada kemampuan mereka sendiri. Penelitian ini bertujuan untuk mengetahui pengaruh model reciprocal teaching terhadap peningkatan self-efficacy dan kesiapan belajar siswa. Metode penelitian yang digunakan yaitu quasi eksperimen dengan design Posttest Only Control Group Design. Teknik pengambilan sampel menggunakan Cluster Random Sampling terambil kelas X.6 sebagai kelas eksperimen dan X.7 sebagai kelas kontrol. Teknik pengumpulan data menggunakan instrument berupa Angket, tes multiple choice, lembar observasi dan wawancara, yang telah melalui serangkaian tahap uji prasyarat analisis sehingga instrument telah layak untuk digunakan. Analisis data yang digunakan dalam penelitian ini yaitu uji normalitas, uji homogenitas, uji dan uji independent sample t-test. Hasil penelitian ini diperoleh nilai signifikansi < 0,001 pada masing-masing variabel yang menunjukkan bahwa terdapat pengaruh model pembelajaran reciprocal teaching terhadap self-efficacy dan kesiapan belajar siswa, pengaruh tersebut terlihat dari meningkatnya kepercayaan diri siswa serta peran menjadi pendidik turut menuntut kesiapan dalam diri siswa karna ia harus maju, menjelaskan materi maka dari itu ia harus punya kesiapan untuk menghadapi nya. ABSTRACT Self-efficacy and learning readiness are two important aspects that support students' learning success. However, based on the preliminary study, both aspects were found to be relatively low. This condition was indicated by students' lack of preparation, which caused them to be passive during the learning process, as well as their low confidence in their own abilities. This study aimed to determine the effect of the Reciprocal Teaching model on improving students' selfefficacy and learning readiness. This study employed a quasi-experimental method using a Posttest-Only Control Group Design. The samples were selected through Cluster Random Sampling, resulting in class X.6 as the experimental class and class X.7 as the control class. Data were collected using questionnaires, multiple-choice tests, observation sheets, and interviews. The instruments had undergone a series of prerequisite tests and were therefore deemed appropriate for use. The data were analyzed using normality tests, homogeneity tests, and independent samples t-tests. The results showed a significance value of < 0.001 for each variable, indicating that the Reciprocal Teaching model had a significant effect on students' self-efficacy and learning readiness. This effect was reflected in the improvement of students' self-confidence. Furthermore, the role of students as peer instructors required them to be better prepared, as they were expected to present and explain learning materials, thereby encouraging greater learning readiness.

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