EFEKTIVITAS PELATIHAN “STRATEGI MENGAJAR SRL” DALAM MENINGKATKAN SELF-EFFICACY DAN SRL BELIEF GURU SD X

Caroline Mathilda V. Bolang, Riana Sahrani, Raja Oloan Tumanggor
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Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas pelatihan “Strategi Mengajar SRL” dalam meningkatkan selfefficacy dan SRL belief pada guru SD X yang menggunakan pendekatan instruksional student-centered, di mana keberhasilan pelatihan dilandaskan pada prinsip teori sosial-kognitif yaitu interaksi antara individu, lingkungan dan perilaku. Penelitian ini dilaksanakan pada bulan April-Mei 2017. Partisipan penelitian terdiri dari 7 guru sekolah dasar X yang dibagi ke dalam dua kelompok yaitu 4 guru pada kelompok eksperimen dan 3 lainnya pada kelompok kontrol. Jumlah partisipan dalam kelompok eksperimen terdiri dari 3 perempuan dan 1 laki-laki, serta 3 orang perempuan pada kelompok kontrol. Penelitian ini menggunakan desain penelitian eksperimental dengan pretest-posttest control group design. Instrumen pengumpulan data yang digunakan pada penelitian ini adalah Teacher’s Self-Efficacy (TSE) (Schwarzer et al., 1999) dan Self-Regulated Learning Teacher’s Belief (SRLTB) (Lombaerts et al., 2009). Data dianalisis dengan teknik paired sample t test dengan kriteria statistik non parametrik one sample Kolmogorov-Smirnov. Perhitungan dilakukan dengan membandingkan skor pretest dan posttest TSE dan SRLTB pada kelompok kontrol dan pada kelompok eksperimen. Berdasarkan perhitungan uji beda, didapatkan skor t=-4,382 dan p= 0,022 (p< 0,05) pada teacher’s self-efficacy kelompok eksperimen serta t=-3,820 dan p=0,032 pada SRL teacher’s belief kelompok eksperimen. Hal ini menjelaskan bahwa hipotesis penelitian diterima, artinya pelatihan “Strategi Mengajar SRL” meningkatkan self-efficacy dan SRL belief guru SD X.

Keywords

Keywords: teacher self-efficacy, SRL teachers belief, pelatihan “Strategi Mengajar SRL”, self-regulated learning, guru.

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