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 KolmogorovSmirnov, 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. Keywords—knowledge-sharing, self-confidence,