Implementation Of Differentiated Learning On Self-Confidence In Practice Courses At The Faculty Of Sports Science, State University Of Medan

Abstract

Objectives. Student success in practical courses will foster high self-confidence, while repeated failures in practical courses will serve as motivation to improve the student's self-confidence so that they can succeed..

Materials and Methods. This study uses a qualitative approach and a quantitative approach. The qualitative approach is used to describe students' self-confidence and self-engagement through the role of project-based learning. This study uses a qualitative approach and a quantitative approach. The qualitative approach is used to describe students' self-confidence and self-engagement through the role of project-based learning. While the quantitative approach is used to calculate the percentage of numbers from the questionnaire results regarding the role of project-based learning (PBL) with the aim of fostering students' self-confidence and self-engagement in practical courses.

Results. The results of the learning method applied to 160 students from 4 odd semester student classes, data was obtained which stated that there were 35% (n=56) of students who had a high level of self-confidence, there were 55% (n=88) of respondents who had a moderate level of self-confidence, and there were 10% (n=16) of students who had a low level of self-confidence.

Conclusions. the research is that the project-based learning model is able to increase the self-confidence and self-engagement of students in the physical education, health and recreation study program in practical courses