The Influence of Learning Models and Self-Efficacy Against Chemistry Learning Outcomes at Kutacane State High School

摘要

This study aims to find out: 1) the students' chemistry learning outcomes that are taught using the STAD type cooperative learning model and the Chemistry learning outcomes of students who are taught by the Make A Match learning model; 2) Chemistry learning outcomes between students with high levels of self-efficacy and learning outcomes of students with low self-efficacy; 3) the interaction between the learning model (type STAD and Make A Match) and self-efficacy in influencing the learning outcomes of Chemistry. The research method used is a quasi-2x2 factorial design experiment. The results of the study concluded that: (1) the average Chemistry learning outcomes of students taught with the STAD type cooperative learning model were higher than the Make a match learning model; (2) the average learning outcomes of Chemistry students who have high self-efficacy are higher in low self-efficacy; (3) there is an interaction between the learning model and self-efficacy towards the learning outcomes of Chemistry.