摘要：This study aims to find out the profile of teachers' constructivist practice and it effects on self-efficacy and student cognitive learning outcomes.The subjects of the study are two Biology teachers and a group of first year high school students in Kayen district, Pati.The instrument of data collection is consists of questionnaire, observation sheet, and score document.The data of the research are analyzed with quantitative approach.The results show that both teachers get average score of 3,16 and 3,63.Those scores are classified as high criterion.Based on the N-gain test, the result of students’ cognitive learning has medium to high criteria.The students' cognitive and self-efficacy learning outcomes in all classes before and after constructivist practice on learning by teachers significantly differ (p <0.05).Although the result of student's self-efficacy in N-gain test shows low to moderate criteria, the result of the analysis shows that there is positive correlation in students’ self-efficacy caused by constructivist practice by teachers with cognitive learning outcomes.It can be concluded that a profile of teachers' constructivist practice is classified as high category which has positive effect on self-efficacy and student learning outcomes.
其他摘要：ABSTRACT This study aims to find out the profile of teachers' constructivist practice and it effects on self-efficacy and student cognitive learning outcomes. The subjects of the study are two Biology teachers and a group of first year high school students in Kayen district, Pati. The instrument of data collection is consists of questionnaire, observation sheet, and score document. The data of the research are analyzed with quantitative approach. The results show that both teachers get average score of 3,16 and 3,63. Those scores are classified as high criterion. Based on the N-gain test, the result of students’ cognitive learning has medium to high criteria. The students' cognitive and self-efficacy learning outcomes in all classes before and after constructivist practice on learning by teachers significantly differ (p <0.05). Although the result of student's self-efficacy in N-gain test shows low to moderate criteria, the result of the analysis shows that there is positive correlation in students’ self-efficacy caused by constructivist practice by teachers with cognitive learning outcomes. It can be concluded that a profile of teachers' constructivist practice is classified as high category which has positive effect on self-efficacy and student learning outcomes.
关键词：hasil belajar kognitif; konstruktivis; s elf efficacy siswa Full Text PDF DOI http//dx.doi.org/10.26877/bioma.v5i2.2522 Refbacks There are currently no refbacks. Journal has been indexed by View My Stats Bioma Jurnal Ilmiah Biologi by Biology Education Universitas PGRI Semarang This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License .
