Pengaruh Model Pembelajaran Knisley terhadap Self-Efficacy dan Hasil Belajar Siswa Ditinjau dari Minat Belajar pada Materi Data dan Diagram Siswa Kelas VII MTsN 3 Tulungagung

Abstract

This research is motivated by the low student involvement in mathematics learning, which impacts students' Self-efficacy and learning outcomes, particularly on the material of data and diagrams. The study aims to determine the effect of the Knisley learning model on students' Self-efficacy and learning outcomes, while considering the role of student learning interest. The method used is a Quasi-Experimental Design with a non-equivalent control group design. The study involved 62 seventh-grade students at MTsN 3 Tulungagung, divided into an experimental class (Knisley model) and a control class (lecture method). Data were collected through learning achievement tests, as well as self-efficacy and learning interest questionnaires. The data were then analyzed using mean N-Gain, t-test, MANOVA, and MANCOVA. The results show that the Knisley model has a significant influence on the improvement of Self- efficacy (p = 0.000) and learning outcomes (p = 0.005), both partially and simultaneously, including after controlling for the effect of learning interest (p = 0.000). It is concluded that the Knisley model is effective in increasing students' Self-efficacy and learning outcomes, making it a viable and innovative alternative in mathematics learning.