Presented in table 3 is the two-way

Presented in table 3 is the two-way analysis of covariance of the tests conducted between the two groups of the study. It presents the causal effect of the teaching model to the academic achievement of the students when grouped according to their experimental grouping and the interaction of the experimental grouping with the respondents learning abilities: F-values of 21.251 and 4.642, and p-values of

Hasil (Bahasa Indonesia) 1:

Presented in table 3 is the two-way analysis of covariance of the tests conducted between the two groups of the study. It presents the causal effect of the teaching model to the academic achievement of the students when grouped according to their experimental grouping and the interaction of the experimental grouping with the respondents learning abilities: F-values of 21.251 and 4.642, and p-values of <.001 and .036, respectively. This means that the students under the experimental group who experienced the converging models of Bloom’s Mastery Learning Approach (MLA) and Bandura’s Social Cognitive Theory on Zimmerman’s Self-Regulated Learning (SRL) performed better in the subject after the method was introduced in their learning experiences and became a potent mechanism in their learning-routine.It can be noted, however, that the impact of the models of reconstructing the instruction is moderately low considering that the coefficient of determination indicated by the adjusted R-squared is only .524. This means that the models of teaching account for 48.4 % of the variability in the academic achievement of the students. It is construed then that there are other important variables or factors such as student ability and other classroom techniques which may explain better the difference in the academic achievement of the groups of students in both the experimental and control groups.Table 3 likewise presents the interaction between the students’ motivation in learning science and the method (treatment conditions of the converging Bloom’s Mastery Learning Approach (MLA) and Bandura’s Social Cognitive Theory on Zimmerman’s Self-Regulated Learning (SRL). It presents the impact of the treatment conditions to the academic achievement of the students across the learning abilities of the students in the two groups as shown in Figure 5

Hasil (Bahasa Indonesia) 2:

Disajikan pada tabel 3 adalah analisis dua arah kovarians dari tes yang dilakukan antara kedua kelompok penelitian. Hal ini menyajikan efek kausal dari model pengajaran dengan prestasi akademik siswa ketika dikelompokkan menurut pengelompokan eksperimental mereka dan interaksi pengelompokan eksperimental dengan responden kemampuan belajar: F-nilai 21,251 dan 4,642, dan p-nilai < 0,001 dan 0,036, masing-masing. Ini berarti bahwa siswa di bawah kelompok eksperimen yang mengalami model konvergen Penguasaan Belajar Pendekatan Bloom (MLA) dan Kognitif Sosial Teori Bandura pada Zimmerman Diri Regulated Learning (SRL) dilakukan lebih baik dalam subjek setelah metode ini diperkenalkan dalam pengalaman belajar mereka dan menjadi mekanisme ampuh dalam belajar-rutin mereka.
Hal ini dapat dicatat, bagaimanapun, bahwa dampak dari model merekonstruksi instruksi yang cukup rendah mengingat bahwa koefisien determinasi ditunjukkan oleh adjusted R-squared hanya 0,524. Ini berarti bahwa model mengajar akun untuk 48,4% dari variabilitas dalam prestasi akademik siswa. Hal ini ditafsirkan kemudian bahwa ada variabel penting lain atau faktor-faktor seperti kemampuan siswa dan teknik kelas lain yang dapat menjelaskan lebih baik perbedaan dalam prestasi akademik dari kelompok siswa baik dalam kelompok eksperimen dan kontrol.
Tabel 3 juga menyajikan interaksi antara motivasi siswa dalam sains dan metode (belajar kondisi pengobatan konvergen Mastery Learning Pendekatan Bloom (MLA) dan Teori Kognitif Sosial Bandura pada Zimmerman Diri Regulated Learning (SRL). Hal ini menyajikan dampak dari kondisi pengobatan dengan prestasi akademik dari siswa di seluruh kemampuan belajar siswa dalam dua kelompok seperti yang ditunjukkan pada Gambar 5