Scientific Learning and Its Contributions to Increase the Student’s Self Confidence and Learning Outcomes

Abstract

This study aims to determine the contribution of scientific learning in terms of Problem Based Learning (PBL), Contextual Teaching and Learning (CTL), and Guide Discovery Learning (GDL) to student’s self-confidence and learning outcomes (critical thinking ability and mathematical representation). The population in this research is students of eight-class from State Junior High School in Bandar Lampung City which is distributed in 31 schools. The samples of the study were students from three selected schools representing high-rank schools, middle-rank schools and low-rank schools. The sample was chosen by purposive random sampling technique. The research design is Pre-test Post-test Control Group Design. The results showed that (1) student’s self-confidence in CTL and student’s self-confidence in PBL were higher than student’s self-confidence in conventional learning, (2) student’s self-confidence in GDL did not differ from student’s self-confidence in conventional learning; (3) student’s mathematical critical thinking skills in CTL and student’s mathematical critical thinking skills in PBL are higher than student’s mathematical critical thinking skills in conventional learning; (4) student’s mathematical representation in GDL is higher than student’s mathematical representation in conventional learning. Related to the completeness of the student’s learning outcomes, it is known that: (1) the percentage of students who have critical thinking skills are good-categorized in the CTL class and in the PBL class is more than 60% of the total number of students; (2) the percentage of students who have mathematical representation are good-categorized in the GDL class is not more than 60% of the total number of students. Thus it can be concluded that in general, scientific learning contributes to the development of self-confidence and student’s learning outcomes.