Improving Self-Confidence Through an Active Knowledge Sharing Model in Primary Schools

Abstract

This study aimed to describe the effect of the Active Knowledge Sharing model and scientific approach on the self-confidence of fourth-grade students in primary schools. It was quasi-experimental research with a nonequivalent control group pretest-posttest design. This study used two experiment groups (Active Knowledge Sharing Model) and two control groups (ordinary learning). The population in this study consisted of the experiment group (State Primary School SDN Balangan 1 and SDN Sendangharjo) and the control group (State Primary School SDN Balangan 2 and SDN Kebonagung). The researchers collected the data using non-test instruments in the form of a questionnaire to measure the students' self-confidence level. The data normality was tested using Kolmogorov-Smirnov, and the homogeneity was checked by applying Box's M. The data was analyzed using an independent sample t-test. The result shows that the significance value (sig.) of the dependent variable (self-confidence) is less than 0.05 (0.008<0.05). It means that H0 is rejected and Ha is accepted, implying that there is a difference in the student's self-confidence between the experiment classes and the control class.

The Effect of Out Class Learning Design on Students' Creative Thinking Ability in Social Studies Learning for Grade IV Elementary School Students

“…Each group will provide its response to the presentation of student worksheet results from other groups. Directly, sharing knowledge of what has been observed by students will provide a broad understanding for other students (Kamil & Jailani, 2019) Outclass learning teaches students to see all the subject matter in a way that can be found in the field. The outdoor learning approach is valuable and effective, as well as the possibility to combine theoretical knowledge with experiential learning (Amaluddin et al, 2019) (Li, 2020).…”