Keefektifan model pembelajaran CORE dengan strategi konflik kognitif ditinjau dari prestasi belajar, berpikir kritis, dan self-efficacy

Sri Wahyuni Ningsih; Sugiman Sugiman; Pika Merliza; Uke Ralmugiz

doi:10.21831/pg.v15i1.34614

Keefektifan model pembelajaran CORE dengan strategi konflik kognitif ditinjau dari prestasi belajar, berpikir kritis, dan self-efficacy

Sri Wahyuni Ningsih, Madrasah Aliyah Negeri 1 Kolaka, Indonesia
Sugiman Sugiman, Department of Mathematics Education, Universitas Negeri Yogyakarta, Indonesia
Pika Merliza, Department of Mathematics Education, Institut Agama Islam Negeri Metro, Indonesia
Uke Ralmugiz, Department of Mathematics Education, Universitas Muhammadiyah Kupang, Indonesia

10.21831/pg.v15i1.34614

Abstract

Penelitian ini bertujuan untuk menguji keefektifan model pembelajaran Connecting, Organizing, Reflecting, Extending (CORE) dengan strategi konflik kognitif ditinjau dari prestasi belajar, berpikir kritis, dan self-efficacy siswa. Jenis penelitian ini adalah quasi experiment dengan pretest-posttest nonequivalent group design. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 3 Yogyakarta dan dipilih secara acak kelas VIII-C (n = 32) dan Kelas VIII-F (n = 33) sebagai sampel penelitian. One sample t-test digunakan untuk menguji keefektifan model CORE dengan strategi konflik kognitif dan model konvensional, sedangkan untuk menguji perbedaan keefektifan model pembelajaran digunakan uji Manova (Hotteling’s Trace). Hasil penelitian menunjukkan bahwa: (1) model pembelajaran CORE dengan strategi konflik kognitif efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan self-efficacy siswa; (2) model pembelajaran CORE dengan strategi konflik kognitif lebih efektif dibandingkan model konvensional ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan self-efficacy siswa.

The effectiveness of the CORE learning model with cognitive conflict strategies in terms of learning achievement, critical thinking, and self-efficacy

Abstract

The study aimed to examine the effectiveness of Connecting, Organizing, Reflecting, Extending (CORE) learning model with cognitive conflict strategies in terms of students’ achievement, critical thinking, and self-efficacy. The study was a quasi-experiment with a pretest-posttest nonequivalent group design. The population of the study was all students of 8th-grade of SMP Negeri 3 Yogyakarta (Junior High School), Indonesia, and randomly selected class VIII-C (n = 32) and class VIII-F (n = 33) as the sample. One sample t-test was used to examine the effectiveness of the CORE learning model with cognitive conflict strategies and the conventional model. Whereas, to examine the difference between the effectiveness of the learning model, the Manova test (Hotteling’s Trace) was used. The result of the study showed that: (1) the CORE learning model with cognitive conflict strategies was effective in terms of students’ learning achievement, critical thinking skill, and self-efficacy; (2) The CORE learning model with cognitive conflict strategies was more effective than the conventional model in terms of students’ learning achievement, critical thinking skills, and self-efficacy.

Keywords

Model CORE; strategi konflik kognitif; berpikir kritis; self-efficacy; cognitive conflict strategies; mathematics achievement; critical thinking

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DOI: https://doi.org/10.21831/pg.v15i1.34614