Implementasi Metode Pembelajaran Interaktif untuk Meningkatkan Rasa Percaya Diri Siswa di SD Sumber Dumpyong 3, Kabupaten Bondowoso
Article Sidebar
Main Article Content
Abstract
Article Summary
Self-confidence is an important psychological factor that influences elementary school students' participation and courage in the learning process. However, teacher-centered learning often limits students' active involvement, resulting in low self-confidence, especially in oral communication. This community service activity aims to analyze the effect of interactive learning on increasing students' self-confidence at Sumber Dumpyong 3 Elementary School in Bondowoso Regency. The activity was carried out using a pretest-posttest design with a descriptive quantitative approach. There were 40 students in grades I-VI, aged 7-12 years, who participated in the activity. The interactive learning intervention was carried out during the period of August 30 to October 17, 2025, with a duration of 2 × 35 minutes for each learning session. Self-confidence was measured using a closed questionnaire consisting of 10 statements in the pretest and 10 statements in the posttest, with a maximum total score of 40. Data analysis was performed by calculating the average score and normalized gain (N-gain) to determine the increase in students' self-confidence after the intervention. The results showed a pretest average score of 22.71, which increased to 30.22 on the posttest. The N-gain calculation yielded a value of 0.30, which falls into the moderate category. These findings were supported by classroom observations that showed an increase in students' courage to ask questions, participate in discussions, and express their opinions. Thus, interactive learning has been proven to have a positive impact on strengthening the self-confidence and participation of elementary school students, although a longer intervention period is needed to achieve optimal improvement.
Keywords
Article Keywords
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC-BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
License: All articles are licensed under 
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman and Company.
Dewey, J. (1938). Experience and education. Kappa Delta Pi.
Dichev, C., & Dicheva, D. (2017). Gamification in education: A literature review. International Journal of Educational Technology in Higher Education, 14(9).
Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39–54.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809.
Hattie, J. (2018). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hattie, J. (2018). Visible learning: Feedback. Routledge.
Mercer, S., & Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms. Cambridge University Press.
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533.
Rahmawati, D., & Sari, E. (2021). The development of students' self-confidence through cooperative learning. Jurnal Pendidikan Dasar, 6(2), 120–130.
Rahmawati, D., & Sari, M. P. (2021). Pengaruh pembelajaran interaktif terhadap kepercayaan diri dan kemampuan komunikasi siswa sekolah dasar. Jurnal Pendidikan dan Pembelajaran Sekolah Dasar, 5(1), 23–34.
Slavin, R. E. (2018). Cooperative learning and academic achievement: What we know, what we need to know. Contemporary Educational Psychology, 36(3), 123–139.
Slavin, R. E. (2018). Educational psychology: Theory and practice (12th ed.). Pearson Education.
Wang, Y., Chen, Z., & Geng, F. (2019). Reducing communication anxiety through interactive classroom strategies. Journal of Educational Psychology, 111(3), 490–504. https://doi.org/10.1037/edu0000325.