Pengembangan E-Modul Pembelajaran Berdiferensiasi Berbasis Prior Knowledge untuk Meningkatkan Self-Efficacy dan Hasil Belajar dalam Pembelajaran Sejarah SMA

Abstract

History learning at SMAN 5 Jember is currently monotonous, dominated by lecture methods, and has not facilitated the diversity of student characteristics, especially Prior Knowledge through differentiated learning. As a result, negative emotions arise that suppress the level of self-efficacy and student learning outcomes; where 71% of students experience difficulties in learning history, 75% have difficulty analyzing information, and the majority have self-efficacy in the medium to low category. This development research aims to produce a Differentiated Learning E-Module Based on Prior Knowledge using the validated Dick and Carey model, and measure its effectiveness on student self-efficacy and learning outcomes in high school history learning. The research method used is Research and Development (R&D) using the Dick and Carey model. Quantitative effectiveness data analysis was carried out using the Paired Sample T-Test and Effect Size effectiveness test for small group trials, as well as the Independent Sample T-Test and N-Gain effectiveness test for large group trials. The results of expert validation showed that the product was very suitable for use with a score of 4.58 (Outstanding) from subject matter experts, 4.50 (Above Average) from media experts, and 4.60 (Outstanding) from language experts. Individual trials by educators (4.63) and students (4.57) also provided very positive responses. In small group trials, there was a significant increase in self-efficacy and learning outcomes (Sig. <0.05) with a very large effect size contribution (0.833 and 0.772). In large group trials, the experimental class was proven to have a higher level of effectiveness than the control class. The Independent Sample T-Test showed significant differences in the self-efficacy variables (Sig. 0.000) and learning outcomes (Sig. 0.005). The results of the N-Gain test for the experimental class were in the fairly effective category (59.38% and 56.39%), while the control class was in the less effective category (40.61% and 40.17%). It can be concluded that the Dick and Carey Prior Knowledge-Based Differentiated Learning E-Module is valid, feasible, and proven effective in improving self-efficacy and history learning outcomes in high school students.