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Bandura, A. Self-efficacy in Changing Societies, Cambridge University Press, New York, 1995.

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Influence of Problem Solving Based on Multiple Representations Model on Teaching and Learning of Chemistry on Student's Academic Self-efficacy and Student's Cognitive Achievement

1Chemistry Education Master's and Doctoral Programs, Graduate School, Yogyakarta State University, Yogyakarta 55281, Indonesia

2Department of Chemistry Education, Faculty of Mathematics and Natural Sciences, Yogyakarta State University, Yogyakarta 55281, Indonesia


American Journal of Educational Research. 2018, Vol. 6 No. 7, 887-892
DOI: 10.12691/education-6-7-1
Copyright © 2018 Science and Education Publishing

Cite this paper:
Maria Tensiana Tima, Hari Sutrisno. Influence of Problem Solving Based on Multiple Representations Model on Teaching and Learning of Chemistry on Student's Academic Self-efficacy and Student's Cognitive Achievement. American Journal of Educational Research. 2018; 6(7):887-892. doi: 10.12691/education-6-7-1.

Correspondence to: Maria  Tensiana Tima, Chemistry Education Master's and Doctoral Programs, Graduate School, Yogyakarta State University, Yogyakarta 55281, Indonesia. Email: maria0351pasca2016@student.uny.ac.id

Abstract

The aim of the research was to investigate the difference of the mean value of student's academic self-efficacy and student's cognitive achievement between the application of problem-solving based on multiple representations model and problem-solving model regarding topic related chemical equilibrium. The method of research was quasi-experimental. The design of research was posttest only design with equivalent control group. Fifty students of State Senior High School in Yogyakarta, Indonesia were recruited for participation (sample) in the study which were divided into two groups. The experimental group consisted of 26 students (11 male and 15 female) and a control group consisted of 24 students (15 male and 9 female). The experimental group applied the problem-solving based on multiple representations model, while the control group applied the problem-solving model. The data were analyzed by using MANOVA-test statistics. Hypothesis test showed that there were differences of the mean value of student's academic self-efficacy and student's cognitive achievement between the experimental group and the control group on topic related chemical equilibrium. This result presented that the mean value of student's academic self-efficacy and student's cognitive achievement taught by the problem solving based on multiple representations model was better than by the problem solving model.

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