Mengukur self-efficacy pembelajaran IPA: Konstruksi instrumen diagnostik lintas jenjang kelas sekolah dasar
DOI:
https://doi.org/10.24246/juses.v9i2p139-148Keywords:
Self-efficacy, Pembelajaran IPA, Sekolah dasar, Validitas, Reliabilitas, Generality, DeklinasiAbstract
Rendahnya tingkat prestasi belajar dan literasi sains di kalangan siswa Indonesia, serta pentingnya self-efficacy dalam mendukung kesuksesan pendidikan sains, menjadi latar belakang penelitian ini. Penelitian ini bertujuan untuk mengembangkan instrumen self-efficacy sains yang valid dan reliabel bagi siswa kelas IV, V, dan VI sekolah dasar, sekaligus memberikan gambaran umum mengenai tingkat self-efficacy siswa serta membandingkan rata-rata self-efficacy per jenjang kelas dan jenis kelamin. Penelitian ini menggunakan pendekatan kuantitatif dengan kuesioner skala Likert yang diberikan kepada 45 siswa sekolah dasar sebagai alat pengumpulan data. Data kemudian dianalisis berdasarkan validitas, reliabilitas, perbedaan rata-rata self-efficacy siswa, dan pengaruhnya terhadap dimensi self-efficacy. Hasil penelitian menunjukkan bahwa instrumen self-efficacy dalam bidang sains yang dikembangkan memiliki validitas yang baik, dengan semua nilai rhitung > nilai rtabel (0,294), serta reliabilitas yang cukup tinggi dengan nilai Cronbach’s sebesar 0,847. Tingkat self-efficacy siswa kelas IV dan V masuk ke dalam kategori tinggi, sedangkan siswa kelas VI masuk ke dalam kategori sedang. Hasil uji ANOVA dan Tukey HSD menunjukkan perbedaan self-efficacy antar kelas yang signifikan (p-value = 0,011), dengan penurunan paling tajam terjadi antara kelas IV dan kelas VI (Actual 0,37 > Qij 0,317). Hasil uji t sampel independen menunjukkan tidak ada perbedaan yang signifikan dalam self-efficacy antara siswa laki-laki dan perempuan. Penelitian ini juga mengungkap dimensi generality sebagai faktor dominan (b5 = 1,950), membuktikan bahwa self-efficacy siswa sangat bergantung pada kemampuan mereka menerapkan keterampilan IPA secara adaptif di berbagai situasi belajar.
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