The Effect of The Talking Stick Learning Model on Students’ Self-Confidence in Social Studies Learning in Junior High School
DOI:
https://doi.org/10.21154/asanka.v7i2.14690Keywords:
Talking Stick, Self-confidence, Social StudiesAbstract
The most important factor influencing students’ learning success in Social Studies (IPS) is self-confidence. Preliminary observations in class 7G at SMPN 4 Malang found that students’ self-confidence still needed improvement. This study was conducted to measure the effects of the Talking Stick learning model on students’ self-confidence in learning Social Studies, using a quantitative approach with a one-group pretest-posttest experimental design and involving 32 seventh-grade students as participants. Data were collected through a student self-confidence questionnaire; pretest scores ranged from 21 to 31, with a mean of 24.53 and a Standard Deviation (SD) of 2.72, whereas posttest scores ranged from 46 to 58 out of a total score of 60, with a mean of 53.00 and a Standard Deviation (SD) of 2.98. The Paired Samples T-Test yielded a significance value (2-tailed) of 0.000 (<0.05), which indicates a significant difference in students’ self-confidence before and after the application of the Talking Stick model. The N-Gain test yielded a mean score of 0.8017, which falls into the high category. It can therefore be concluded that the Talking Stick learning model has a significant effect on increasing students’ self-confidence in Social Studies learning at the junior high school level.
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