PENGARUH MODEL PEMBELAJARAN MEANINGFUL INSTRUCTIONAL DESIGN TERHADAP KEMAMPUAN REPRESENTASI VISUAL DITINJAU DARI SELF EFFICACY PESERTA DIDIK SMA

LUTFI, LATIFAH (2025) PENGARUH MODEL PEMBELAJARAN MEANINGFUL INSTRUCTIONAL DESIGN TERHADAP KEMAMPUAN REPRESENTASI VISUAL DITINJAU DARI SELF EFFICACY PESERTA DIDIK SMA. Diploma thesis, UIN RADEN INTAN LAMPUNG.

	PDF Download (5MB)
	PDF Restricted to Repository staff only Download (6MB)

Abstract

ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Meaningful Instructional Design terhadap kemampuan representasi visual ditinjau dari self efficacy peserta didik SMA. Penelitian ini merupakan penelitian kuantitatif dengan menggunakan metode penelitian Quasi Experimental Design dengan desain penelitian yang digunakan adalah Posttest Only Control Group Desain. Populasi dalam penelitian adalah seluruh peserta didik kelas XI MA Roudhotul Ulum dengan teknik dilakukan menggunakan metode Cluster (Cluster Random Sampling) dan sampel penelitian sebanyak dua kelas yaitu kelas XI 1 sebagai kelas eksperimen dan XI 2 sebagai kelas kontrol. Instrument penelitian berupa soal tes essay kemamapuan representasi visual materi sistem imun dan instrumen non tes yaitu lembar observasi, dan angket self efficacy yang telah divalidasi oleh ahli. Hasil analisis menunjukkan bahwa uji hipotesis memperoleh nilai sig. 0,000 maka sesuai dengan kriteria uji two way anova berarti H1 diterima, artinya terdapat pengaruh model pembelajaran Meaningful Instructional Design terhadap kemampuan representasi visual. Kemudian memperoleh nilai sig. 0,000 yang berarti terdapat pengaruh self efficacy terhadap kemampuan representasi visual. Dan memperoleh nilai sig. 0,002 yang berarti terdapat interaksi antara model pembelajaran Meaningful Instructional Design dengan self efficacy terhadap kemampuan representasi visual. Sehingga penelitian ini dapat disimpulkan bahwa terdapat pengaruh model pembelajaran Meaningful Instructional Design terhadap kemampuan representasi visual ditinjau dari self efficacy peserta didik SMA. Kata Kunci : Model Meaningful Instructional Design, Representasi Visual, Self Efficacy iii ABSTRACT This study aims to determine the effect of the Meaningful Instructional Design learning model on visual representation skills in terms of self-efficacy of high school students. This study is a quantitative study using the Quasi Experimental Design research method with the research design used is Posttest Only Control Group Design. The population in the study were all students of class XI MA Roudhotul Ulum with the technique used the Cluster method (Cluster Random Sampling) and the research sample was two classes, namely class XI 1 as the experimental class and XI 2 as the control class. The research instrument was in the form of essay test questions on the ability to represent visual material on the immune system and non-test instruments, namely observation sheets and self-efficacy questionnaires that had been validated by experts. The results of the analysis show that the hypothesis test obtained a sig. value of 0.000, then according to the two-way anova test criteria, H1 is accepted, meaning that there is an influence of the Meaningful Instructional Design learning model on visual representation skills. Then it obtained a sig. value of 0.000 which means that there is an influence of self-efficacy on visual representation skills. And obtained a sig. value of 0.002 which means that there is an interaction between the Meaningful Instructional Design learning model and self-efficacy on visual representation skills. So this study can be concluded that there is an influence of the Meaningful Instructional Design learning model on visual representation skills in terms of the self-efficacy of high school students. Keywords: Meaningful Instructional Design Model, Visual Representation, Self Efficacy

Actions (login required)

View Item