Please use this identifier to cite or link to this item: https://repositori.uma.ac.id/handle/123456789/25262
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dc.contributor.advisorMunir, Abdul-
dc.contributor.advisorLubis, M. Rajab-
dc.contributor.authorBr Tarigan, Eneng Krisna Emerita-
dc.date.accessioned2024-08-29T04:51:16Z-
dc.date.available2024-08-29T04:51:16Z-
dc.date.issued2019-04-12-
dc.identifier.urihttps://repositori.uma.ac.id/handle/123456789/25262-
dc.description116 Halamanen_US
dc.description.abstractTujuan penelitian ini adalah: (1) Untuk mengetahui perbedaan pengaruh yang signifikan antara penggunaan metode pembelajaran Contextual Teaching Learning dan metode pembelajaran Konvensional terhadap tanggung jawab siswa, (2) Untuk mengetahui perbedaan pengaruh yang signifikan antara siswa yang memiliki Self efficacy terhadap tanggung jawab siswa, (3) Untuk mengetahui intreksi pengaruh antara model pembelajaran dengan Self efficacy terhadap tanggung jawab siswa. Subjek penelitian ini adalah siswa kelas VIII SMP Santo Xaverius 1 yaitu kelas VIII-I yang menggunakan rn etode pembelajaran CTL dan kelas VIII-2 dengan menggunakan metode Konvensional. Instrumen penelitian untuk mengukur tanggung jawab siswa Skala like1t sebanyak 28 butir dan Self-Efficcay digunakan tes angket dengan jumlah 30 butir. Data dianalisis mcnggunakai1 .ANA VA dua j alur dcngan taraf signifikan 95%Hasil penelitian adalah: rata-rata tanggung jawab siswa yang diajarkan dengan metode pembelajaran CTL=l21,67>93,93 lebih tinggi dari pada hasil belajar siswa yang diajarkandengan metode pembelajaran Konvensional adanya perbedaan siswa yang memiliki Self-Efficcay tinggi dengan siswa memilki Self-Efficcay rend.ah dengan rata-rata = 100,25>91,08. Dan tidak terdapat intraksi model pembelajaran dan Self-Efficacy dalam mempengaruhi terhadap tanggung jawab pada mata pelajaran Pendidikan Kewarganegaraan 101 ,33> 85,33 Artinya keduanya tidak mempunyai intraksi satu dengan yang lain. The purpose of this study were: (I) To find out the sign[ficant difference in effect between the use of the learning method of Cintextual Teaching Learning and Conventional learning methods on stundent responsibility, (2) To determine the significant dtfference tn injluencebetween students who have Self-Efficacy on s of the student responsibility, (3) To find out the effect of the il?ftuence between Self-~fficacy learning models on student responsibility. The subject of this study was the eighth grade students of SMP Santo Xaverius 1 Kaba;y·ahe. Namely class VIII-I who used the Cintextual Teaching Learning method. The research instrument to measure the responsibility of the Likert Scale stundents as many as 28 items and Sel-h.Yficacy was used a questionnaire test with 30 items. Data were analyzed using two-way Al\lOVA 1-1-·ith a significant level of 95%. The results of the study ·were: The average student responsibility taught by the Cintextu.al Teaching Learning was higher than the student learning outcomes taught by learning methods=l21,67>93,93. Conventionally there are dif}f'ences in studentsn who have high Self Ejj1cacy with students having a low Self-Efficacy with an average!00,25>91,08. And there is not contraction of the learning model and se(feffzcacy in inj7uencing the responsibilities on citizenship education subjectslOJ.33> 85,33. Which means that both have intractions with each other.en_US
dc.language.isoiden_US
dc.publisherUNIVERSITAS MEDAN AREAen_US
dc.relation.ispartofseriesNPM;161804067-
dc.subjectcontextual teaching learningen_US
dc.subjectself-efficacyen_US
dc.subjecttanggung jawaben_US
dc.subjectresponsibilityen_US
dc.titlePengaruh Model Pembelajaran Contextual Teaching Learning dan Self Efficacy terhadap Tanggungjawab Siswa pada Mata Pelajaran Pendidikan Kewarganegaraan Yayasan Pendidikan SMP Santo Xaverius 1 Kabanjaheen_US
dc.title.alternativeThe Influence of Learning Models ini Contextual teaching Learning and Self-Efficacy Towards Responsibility of students in civic Education Subject at the Santo Xaverius 1 Kabanjahe Middle School Education Foundationen_US
dc.typeTesis Magisteren_US
Appears in Collections:MT - Master of Psychology

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