The Relationship between Academic Self-Efficacy and Cognitive Learning Outcomes of High School Students in Biology Subjects through Problem-Based Learning Model

Self-efficacy in the classroom is the belief that one can successfully complete any academic task.. Pre-experimental research with a quantitative approach aims to describe the connection between secondary school understudy's academic self-efficacy and cognitive learning outcomes in biology lessons and to describe gender associations with academic self-efficacy. The One-Shot Case Study research design was carried out in a high school in Palu City for Class XI students, a population of 7 classes totaling 200 students. One class sample consists of 32 students, determined completely randomly. Academic self-efficacy data were acquired through questionnaires, and outcomes of cognitive learning from multiple-choice tests. Information investigation of the connection between academic self-efficacy and cognitive learning outcomes used a simple linear regression test. The association of gender with academic self-efficacy used the Point-Bivariate Correlation test. The result of the research is that there is a relationship between academic self-efficacy and cognitive learning outcomes, and students' cognitive learning outcomes can be predicted through the regression equation y = 25.651 + 1.733x, meaning that an increase in academic self-efficacy scores of 1 point will increase students' cognitive learning outcomes scores of 1.733. Gender significantly correlates with academic self-efficacy, r = 0.841, p = 0.001. This means that the closeness of the gender relationship with the academic self-efficacy of high school students is in the very strong category at 1% significance

The Effect of Combined Problem Based Learning and Scaffolding Models on Students’ Critical Thinking Ability

This study aims to determine the effect of Combined problem-based learning and scaffolding models on students’ critical thinking ability at SMP Negeri 21 Palu. This type of research is a quasi experiment. The research was conducted in two class groups: class VII and class VIII B as the experimental class. The data collection technique uses purposive sampling. The main instrument used was the 7th-grade of critical thinking essay test which consisted of 8 questions. Data were analyzed by a non-parametric test. It is the Wilcoxon test signed ranks test. Obtained the results that Asymp.Sig (2-tailed) is 0,000 on the critical thinking ability test, H1 is accepted, this means that there is a significant effect of the combined problem-based learning and scaffolding models on the critical thinking ability of students at SMP Negeri 21 Palu in the 2019 / 2020 school year

Berpikir Kreatif dan Motivasi Belajar Pada Pembelajaran Menggunakan Problem Based Learning

Problem-based Learning (PBL) is a learning method that can change the behavior of students who passively receive information to actively seek information. However, the implementation of PBL is not in accordance to its character, causing boring learning conditions, as happened in Grade VII students of SMP Negeri 4 Palu in science subject. The purpose of this research was to improve students' creative thinking and learning motivation through the implementation of PBL in science subject in Grade VII of SMP Negeri 4 Palu. This research used a quasi-experimental method with quantitative and qualitative approaches. The research design was a pretest-posttest control group design. The sample of two classes with a total of 55 students, namely one experimental class (26 students) and one control class (29 students). Quantitative data for creative thinking variable were obtained by distributing tests and qualitative data and for learning motivation variable were obtained through questionnaires. Quantitative data were analyzed using non-parametric statistics (Mann-Whitney test) and qualitative data using the Percentage Mean Value formula. The quantitative research results show Asimp. Sig. (2-tailed)= 0.382 (>0.05). This means that H1 is rejected and H0 is accepted, which means there is no differences in the way students think creatively in the control class and the experimental class in science learning. The results of qualitative research show that students' learning motivation in the control class and the experimental class are both included in the very good criteria with the percentage in the range of 90.3% - 90.8%