PENGARUH MODEL EVERYONE IS A TEACHER HERE DAN KEMANDIRIAN BELAJAR TERHADAP HASIL BELAJAR SEJARAH INDONESIA

Rinaldo Adi Pratama; Nurzengky Ibrahim; Sarkadi Sarkadi

doi:10.23887/jpi-undiksha.v8i2.17577

PENGARUH MODEL EVERYONE IS A TEACHER HERE DAN KEMANDIRIAN BELAJAR TERHADAP HASIL BELAJAR SEJARAH INDONESIA

Rinaldo Adi Pratama, Nurzengky Ibrahim, Sarkadi Sarkadi

Abstract

This research aims to find the influence of the learning model Everyone Is A Teacher Here and Self-Regulated Learning towards of Learning Outcomes ofIndonesiaHistory. The research was conducted at SMAN 8 Tangerang on the academic year 2017/2018. The research method useexperiment, with treatment by level 2X2. The results showed, as a whole, the students who were treated with the Everyone Is A Teacher Here model showed high learning outcomes, when compared to those who were given direct model learning; groups of students who have high self-regulated learning and they receive learning Everyone Is A Teacher Here has a higher learning outcomes in Indonesian history compared to those given direct learning; groups of students who have low Self-Regulated Learning and they receive direct learning, have higher learning outcomes in Indonesian history compared to those studied Everyone Is A Teacher Here; and, ultimately, there is an interaction effect between the learning model and the Self-Regulated Learning of the learning outcomes of Indonesian history.

References

Agustinawati, Nita. 2014. Pengaruh Metode Pembelajaran dan Kemandirian Belajar Terhadap Hasil Belajar Sejarah Siswa di SMAN 7 Cirebon. Jurnal Pendidikan Sejarah. Vol. 3 (2), 1-7.

Arzul, Radhiah., Zulfitri Aima dan Audra Pramitha Muslim. 2018. Pengaruh Penerapan Strategi Everyone Is A Teacher Here (Eth) Terhadap Kemandirian Dan Hasil Belajar Matematika Siswa Kelas VIII SMPN 12 Padang Tahun Pelajaran 2017/2018. Jurnal Ilmiah Mahasiswa. Diunduh dari: http://jim.stkip-pgri-sumbar.ac.id/jurnal/download/1396.

Basri, Hasan. 2001. Psikologi Pendidikan. Jakarta: Dunia Pustaka.

Burman, Jeremy T., Green, C. D., dan Shanker, S. 2015. On The Meanings of Self-Regulation: Digital Humanities in Service of Conceptual Clarity. Child Development. Vol. 86 (5), 1207-1221.

Edwards, Susan. 2015. “Active Learning in the Middle Grades”, Middle School Journal, Vol. 46(5): 26-32.

Freeman et.al., .2014. “Active Learning Increases Student Performance In Science, Engineering, And Mathematics,” Proceedings of the National Academy of Sciences of the United States of America PNAS,. Vol. 111 (23).

Hasan, Said Hamid. 2012. Guru Sejarah Indonesia Isu dalam Ide dan Pembelajaran. Bandung: Rizqi Press.

Hasan, Said Hamid. 2013. History Education in Curriculum 2013: A New Approach to Teaching History. Jurnal HISTORIA: International Journal of History Education. Vol. XIV (2), 163-178.

Hurlock, E. B. 2013. Psikologi Perkembangan. Jakarta: Erlangga.

Ismail. 2009. Strategi Pembelajaran Agama Berbasis PAIKEM. Semarang : Rasail Media Group.

Kochar, S.K. 2008. Pembelajaran Sejarah. Jakarta: Gramedia.

Michael, Joel. 2006 Where’s The Evidence That Active Learning Works?. Advances in Physiology Education, The American Physiological Society, Vol. 30, 159-167.

Paulino, Paula., Isabela Sa, dan Adelina Lopes da Silva. 2016. Self-Regulation of Motivation: Contributing to Students’ Learning in Middle School. The European Proceedings of Social & Behavioural Science. 4th Annual International Conference on Cognitive – Social, and Behavioural Sciences.

Rijal, Syamsu & Suhaedir Bachtiar. 2015. Hubungan Antara Sikap, Kemandirian Belajar, dan Gaya Belajar dengan Hasil Belajar Kognitif Siswa. Jurnal Bioedukatika, Vol 3(2), 15-20.

Rohmawati, Ina dan Eli Rohaeti . 2015. Pengaruh Penerapan Strategi Everyone Is A Teacher Here Terhadap Kemandirian Dan Prestasi Belajar Kimia. Diunduh dari: http://journal.student.uny.ac.id/ojs/index.php/pkimia/article/download/3787/3404.

Said, Muhammad Amin., Nirmayanti, Nurlina. 2015. Penerapan Pembelajaran Aktif Tipe Everyone Is A Teacher Here (ETH) Untuk Meningkatkan Hasil belajar Fisika Peserta Didik Kelas XA SMA Al Bayan Makassar . Prosiding Seminar Nasional Fisika (E-Journal) Vol. IV, Oktober, 2015.

Schraw, Gregory., Kent J. Crippen, dan Kendall Hartley. 2006. Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning. Research in Science Education, Vol. 36, 111-139.

Silberman, Melvin L. 2009. Active Learning : 101 Strategi Pembelajaran Aktif. Yogyakarta: Yappendis.

Sirinterlikci, Arif., Linda Zande dan Aleea L. Sirinterlikci,. 2009. “Active Learning Through Toy Design and Development”, The Journal of Technology Studies, Vol. 35(8): 14-22.

Slavin, Robert E. 2011. Psikologi Pendidikan Teori dan Praktik. Jakarta: Indeks.

Sulaiman. 2016. Pengaruh Strategi Everyone Is A Teacher Here Terhadap Hasil Belajar Matematika Siswa . Jurnal E-Dumath. Vol. 2(1), 152-160.

Susanto, Heri. 2014. Seputar Pembelajaran Sejarah (Isu, Gagasan, dan Strategi Pembelajaran). Yogyakarta: Aswaja.

Tirtarahardja. 2005. Pengantar Pendidikan. Jakarta: Rineka Cipta.

Zaini, Hisyam., Bermawy Munthe, dan Sekar Ayu Aryani. 2008. Strategi Pembelajaran Aktif. Yoyakarta : Pustaka Insan Madani dan CTSD UIN Sunan Kalijaga.

Zimmerman, Barry J. 1990. Self-Regulated Learning And Academic Achievement: An Overview. Educational Psychologist. Vol. 25, 3-17.

DOI: http://dx.doi.org/10.23887/jpi-undiksha.v8i2.17577