Self-Efficacy Mahasiswa Biologi Setelah Penerapan Model WE-ARe (Warm-up, Exploring, Argumentation, Resume).

Astuti Muh. Amin

Abstract

Strong self-efficacy can increase students’ sense of comfort and confidence in providing arguments. A preliminary study that was completed in 2020 offers an indication that typically, the average self-efficacy of Biology Tadris students at IAIN Ternate is in the poor group (43.37). The objective of this study was to identify Biology students’ self-efficacy after the implementation of WE-ARe (Warm-up, Exploring, Argumentation, Resume). A quantitative study design was used. The study population comprised of all Biology Tadris students at IAIN Ternate, North Maluku, whereas the research sample consisted of 50 fourth semester students from the same university. Data were collected using a self-efficacy questionnaire that was confirmed to be valid and reliable. Descriptive statistical analysis was performed to examine the participants’ self-efficacy by adding together the scores of all questionnaire items/statements. The results of the study and data analysis showed that the total self-efficacy score of biology students in WE-ARe classroom was in the "confident enough" group (mean 80.21). The WE-ARe learning model can improve student confidence and help create a good atmosphere in the classroom so that pupils acquire an optimistic attitude towards learning success. The steps of the WE-ARe model (Warm-up, Exploring, Argumentation, Resume) can stimulate the self-efficacy of students from the Department of Biology. This study is expected to contribute to the improvement of student learning motivation and the quality of instructional design that is focused on building student self-confidence.

 

Keywords: Biology students, Model WE-ARe model, Implementation, Self-Efficacy.

 

Full Text:

PDF

References

Adhim, M. F., & Surahman. (2021). The Relationship between Positive Emotion, Self-Efficacy, and Student Engagement during the Covid-19 Pandemic. International Journal of Research and Innovation in Social Science (IJRISS), 5(1), 231-235.

Amin, A.M. (2020). Pengaruh Model Reading, Questioning, and Answering (RQA) Dipadu Argument-Driven Inquiry (ADI) pada Kemampuan Akademik Berbeda terhadap Motivasi, Keterampilan Berpikir Kritis, Keterampilan Metakognitif, Keterampilan Argumentasi dan Penguasaan Konsep Biologi. Disertasi. Universitas Negeri Malang.

Amin, A.M., & Adiansyah, R. (2018). Identifikasi Gaya Belajar dan Respon Mahasiswa untuk Menentukan Strategi Pembelajaran pada Perkuliahan Fisiologi Hewan. Jurnal Biologi dan Pembelajarannya, 5(1), 1-9.

Amin, A.M., Corebima, A.D., Zubaidah, S., & Mahanal, S. (2016). Pre-Motivational Study Based ARCS (Attention, Relevance, Confidence, and Satisfaction) at Biology Education Students at Physiology Animal Lecture. Prosiding International Conference Education UM, 116-124.

Amin, A.M., Corebima, A.D., Zubaidah, S., & Mahanal, S. (2017). Analisis Persepsi Mahasiswa dan Dosen terhadap Motivasi Belajar pada Mata Kuliah Fisiologi Hewan. Jurnal Pendidikan dan Penelitian Matematika dan Sains, 1(2), 35-43.

Anggraeni, A. S. D., Ismail, W., & Damayanti, E. (2020). Pengaruh Efikasi Diri melalui Kemampuan Berpikir Positif terhadap Prestasi Belajar Mahasiswa. Jurnal Psibermetika, 13(2), 105-112.

Bandura, A. (1993). Perceived Self-efficacy in Cognitive Development and Functioning. Educational Psychologist, 28(2), 117–148.

Betoret-Doménech, F., Abellan-Rosello, L., & Artiga-Gomez, A. (2017). Self-efficacy, satisfaction, and academic achievement: The mediator role of students’ expectancyvalue beliefs. Front. Psychol, 8, 1193. doi: 10.3389/fpsyg.2017.01193.

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology. American Psychologist, 56(3), 218–226. https://doi.org/10.1O37//0OO3-O66X.56.3.218.

Hendrowati, T. Y. (2015). Pembentukan Pengetahuan Lingkaran Melalui Pembelajaran Asimilasi dan Akomodasi Teori Konstruktivisme Piaget. Jurnal e-DuMath, 1(1), 1-16.

Hardre, P. L., Huang, S. H., Chen, C. H., Chiang, C. T., Jen, F. L.& Warden, L. (2006). High school teachers' motivational perceptions and strategies in an East Asian nation. Asia Pacific Journal of Teacher Education, 34, 199-221.

Hasmatang. (2019). Pentingnya Self-Efficacy pada Peserta Didik. Prosiding Seminar Nasional Biologi VI, halaman 296-298.

Kustyarini, K. (2020). Self Efficacy and Emotional Quotient in Mediating Active Learning Effect on Students’ Learning Outcome. International Journal of Instruction, 13(2), 663-676. https://doi.org/10.29333/iji.2020.13245a.

Mahayukti, G. A., Dewi, P. K., & Hartawan, I. G. N. Y. (2020). Pengaruh Pembelajaran Berbasis Masalah dengan Penilaian Diri terhadap Efikasi Diri dan Hasil Belajar Mahasiswa. Anargya, Jurnal Ilmiah Pedidikan Matematika, 3(2), 88-95.

Mambwe, R., Chishimba, C. P., & Manchishi, P. C. (2019). Student Teacher Preparation and Self-Efficacy Beliefs about Inductive Teaching Learning Methods in Primary Colleges of Education, Zambia. International Journal of Education and Research, 7(2), 179-196.

Manara, M. U. (2008) Pengaruh self-efficacy terhadap resiliensi pada mahasisiwa Fakultas Psikologi UIN Malang. Undergraduate thesis, Universitas Islam Negeri Maulana Malik Ibrahim.

Marneli, D., Dirma, H., & Delfita, R. (2020). Korelasi Self Efficacy dengan Hasil Pembelajaran Biologi di SMA 1 Rambatan Kabupaten Tanah Datar Sumatera Barat. Simbiosa, 9(2), 158-165. http://dx.doi.org/10.33373/sim-bio.v9i2.2677.

Mataka, L.M., & Kowalske, M.G. (2015). The influence of PBL on students’ self-efficacy beliefs in chemistry. Chemistry Education Research and Practice, 16(4), 929-938.

Muflihah, L., & Savira, S.I. (2021). Pengaruh Persepsi Dukungan Sosial terhadap Burnout Akademik Selama Pandemi. Character: Jurnal Penelitian Psikologi, 8(2), 201-211.

Ningsih, W. F., & Hayati, I. R. (2020). Dampak Efikasi Diri Terhadap Proses & Hasil Belajar Matematika (The Impact Of Self-Efficacy On Mathematics Learning Processes and Outcomes). Journal on Teacher Education, 1(2), 26–32.

Onel, A., & Yuce, Z. (2016). Determining the Cognitive Structures of Science Teacher on “Evolution” through Word Association Test. Journal of Educational Sciences Research, 6 (1), 23-33.

Sagita, D. D., Daharnis, D., & Syahniar, S. (2017). Hubungan Self efficacy, Motivasi Berprestasi, Prokrastinasi Akademik Dan Stres Akademik Mahasiswa. Bikotetik (Bimbingan Dan Konseling: Teori Dan Praktik), 1(2), 43. https://doi.org/10.26740/bikotetik.v1n2.p43-52 .

Saputro, A.D., Irwanto, Atun, S., & Wilujeng, I. (2019). The impact of problem solving instruction on academic achievement and science process skills among prospective elementary teachers. Elementary Education Online, 18(2), 496-507.

Shamim, A., & Muazzam, A. (2018). Gender differences in positive emotion. Journal of Arts & Social Sciences, 5(1), 125– 137.

Sutarni, Karim, H., & Pallennari, M. (2019). Profil Efikasi Diri Peserta Didik Berdasarkan Hasil belajar Biologi Kelas X MIA MAN 1 Makassar. Jurnal Biology Teaching and Learning, 2(1), 49-54.

Tschannen-Moran, M., & Hoy, A. W. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944–956. doi:10.1016/j.tate.2006.05.003.

Ugwuanyi, C. S., Okeke, C. I. O., & Ageda, T. A. (2020). Motivation and Self-Efficacy as Predictors of Learners’ Academic Achievement. Journal of Sociology and Social Anthroplogy, 11(3-4), 215-222. DOI: 10.31901/24566764.2020/11.3-4.35.

Widiyawato, Y., & Sari, D. S. (2019). Correlation Between Pre-Service Science Teacher Laboratory Self-Efficacy and Sciences Precess Skills in Laboratory Activities. Formatif: Jurnal Ilmiah Pendidikan MIPA, 9(3), 245-256.

Yilmaz, D. (2020). Self-Efficacy Beliefs of Pre-Service Teachers in Teaching First Reading and Writing and Mathematics. Participatory Educational Research (PER), 7(1), 257-270. http://dx.doi.org/10.17275/per.20.15.7.1.

Zega, Y. (2020). Hubungan Self Efficacy terhadap Motivasi Belajar dalam Pembelajaran Matematika . Didaktik, 14(1), 2410-2416.

DOI: http://dx.doi.org/10.46339/al-nafis.v2i1.768

Refbacks

  • There are currently no refbacks.