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IJORER : International Journal of Recent Educational Research
Homepage : https://journal.ia-education.com/index.php/ijorer
Email : ijorer@ia-education.com
p-ISSN : 2721-852X ; e-ISSN : 2721-7965
IJORER, Vol. 5, No. 3, May 2024
Page 733-747
© 2024 IJORER :
International Journal of Recent Educational Research
733
The Effect of Learning Method and Self-Confidence on Student
Learning Outcomes
Asep Awaludin1*, Yayat Ruhiat1, Nurul Anriani1 , Suryadi2
1 Sultan Ageng Tirtayasa University, Banten, Indonesia
2 STKIP Situs Banten, Banten, Indonesia
DOI: https://doi.org/10.46245/ijorer.v5i3.604
Sections Info
ABSTRACT
Article history:
Submitted: May 6, 2024
Final Revised: May 29, 2024
Accepted: May 30, 2024
Published: June 15, 2024
Objective: This study examines the disparities in enhancing student learning
outcomes based on learning methods and varying levels of student self-
confidence, categorized as high, medium, and low. Method: This study
employs quantitative methodologies utilizing quasi-experimental methods.
The study uses a non-equivalent control group technique and follows a 2 x 3
two-way ANOVA factorial design. The study sample comprised 1000 students
enrolled at the health Polytechnic Banten, an educational institution in
Indonesia. The enormity of this scale requires the study to be divided into
many portions due to the significant temporal and financial resources needed.
Therefore, a sample size of 10.00% of the population was chosen. In addition,
the researchers utilized a systematic random sampling method to determine
the number of students involved in the study. Results: The research findings
can be classified into three main areas. Firstly, there were significant
differences in student learning outcomes between those taught using STEM
learning methods and those who received bedside teaching. Secondly,
variations in student self-confidence levels (high, medium, and low) also
resulted in differences in learning outcomes. Lastly, an interaction was
observed between the learning methods and the levels of student self-
confidence, which influenced the overall learning outcomes as measured by
the average pre-test and post-test scores and questionnaires. Novelty: The
novelty of this research was variations from previous research in terms of
emphasis, subject, results, and combination of research variables. Previous
research only concentrated on STEM methods and self-confidence to improve
student learning outcomes. Previous research only examined one research
variable: STEM, bedside teaching method, and self-confidence.
Keywords:
Learning method;
Learning outcomes;
Self-confidence.
INTRODUCTION
When judging the learning program's effectiveness, teachers are crucial. In order to
achieve the expected curriculum objectives, teachers must be able to arrange, execute,
and evaluate their instructional activities effectively (Herwin et al., 2022; Herwin &
Dahalan, 2022; Wuryandani & Herwin, 2021). Teachers play a crucial role in modifying
learning strategies and resources to enhance students' growth and the overall quality of
educational programs (Sartono et al., 2022; Senen et al., 2021). Learning outcomes
involve cognitive, affective, and psychomotor changes in students, with cognitive
dimensions focusing on reasoning and thought processes, affective aspects on feelings
and attitudes, and psychomotor aspects on physical competencies (Guo et al., 2020;
Jenita et al., 2024; Kartini et al., 2023; Sujarwo et al., 2022). Learning outcomes are
essential for education, instructors, students, and researchers (Astuti et al., 2022;
Kalimat et al., 2022; Saptono et al., 2023). The same opinion was also expressed by
Saptono et al. (2023), who said educational achievements in Indonesia remain modest,
with insufficient learning outcomes. The average class learning result is only 68 out of
100 and only 40.00% of
The Effect of Learning Method and Self-Confidence on Student Learning Outcomes
734
Students can understand the material as predicted. The remaining 60.00% still need to
gain knowledge on the subject. Internal and external factors influence low student
learning outcomes, necessitating the support of teachers to inspire and motivate
students during instructional activities (Murtiyasa & Al Karomah, 2020).
Addressing low student learning outcomes can be achieved by implementing
alternative learning methods like STEM and bedside teaching, which promote deeper
understanding and engagement with concepts. STEM integrates Science, Technology,
Engineering, and Mathematics (Pimthong & Williams, 2020). As termed by the National
Science Foundation in 2000, STEM encompasses integrating science, technology,
engineering, and mathematics within a curriculum (Watson et al., 2022). STEM
represents interconnected academic and professional subjects, with varying opinions on
their collective emphasis and differing definitions across educational levels. However,
on the other hand, Falloon et al. (2022) argue that "As a generic label for any event,
policy, program, or practice that involves one or more of the STEM disciplines," the
acronym STEM was created in the early 2000s. STEM education is a dynamic and
contested field, but its primary goal is to foster interdisciplinary learning in science,
technology, engineering, and mathematics to address real-world problems. Though it
can also include two or three subjects, STEM education is typically considered a fully
integrated science, technology, engineering, and mathematics program. Thus, the idea
of STEM represents the four distinct areas and approaches them from an integrated,
multidisciplinary perspective. Arguments have been made for treating STEM subjects
as distinct disciplines rather than superseding courses through STEM education.
STEM education is pushed as a way to overcome declining student engagement
because of its emphasis on applying subject knowledge to solve problems in real-world,
genuine contexts. Additionally, there is significant potential for practical training and
implementation by modifying and integrating STEM with learning methodologies or
models (Awaludin et al., 2024; Martín-Páez et al., 2019; Nehru et al., 2024; Yuniar et al.,
2024). Integrating STEM learning methods with bedside teaching in the medical field
can enhance interdisciplinary learning and clinical reasoning, leading to more effective
patient care and professional development for students and residents. Meanwhile,
bedside teaching is a critical component of medical education, providing practical
experience and fostering skill development while bridging the gap between theory and
practice for future medical professionals (Dam et al., 2020; Wong & Chan, 2023).
Bedside teaching in inpatient clinical wards is crucial for imparting professionalism,
medical knowledge, and skills through joint examinations conducted by medical
educators and students. Bedside teaching can evaluate students' patient management in
various clinical settings, including attending formal educational and morning rounds.
Although bedside teaching may be less common due to technological advancements, it
remains invaluable for effective medical student learning (Destino et al., 2019; Kassutto
et al., 2020). Bedside teaching, traditionally associated with hospital settings, extends
beyond any environment where teaching occurs in the presence of a patient, including
office settings and long-term care facilities (Ijaz et al., 2022). According to Hayat et al.
(2022), bedside teaching, while traditionally associated with hospitals, can be applied in
various settings where teaching occurs in the presence of patients, including offices and
long-term care facilities.
Applying STEM learning methods and bedside teaching increases a holistic
understanding of the material and builds students' self-confidence in facing modern
medical and technological challenges. Self-confidence is a firm belief and trust in one's
The Effect of Learning Method and Self-Confidence on Student Learning Outcomes
735
abilities and potential, as confirmed by the statement that it refers to a positive belief in
oneself and one's abilities. Self-confidence is a crucial trait that allows individuals to feel
free to act without anxiety, be responsible and respectful, and recognize their strengths
and weaknesses (Chandra et al., 2019). Meanwhile, according to Febriyani et al. (2020),
self-confidence is a general belief in one's abilities, which can help individuals achieve
their goals in life. Self-confidence is the belief that one must act according to one's needs
to attain the required results. Self-confidence is a neurocognitive process that involves
minimizing the surprise expected from actions, and it has practical implications for
education, as it is associated with students' motivation in various subjects. Self-
confidence also benefits various fields of activity, including academia (Kiverstein et al.,
2019; Moeller et al., 2022). Self-confidence is a strong predictor of academic success and
is the belief in oneself. It consists of intrinsic and extrinsic components, with intrinsic
self-confidence being influenced by self-love and recognition and extrinsic self-
confidence reflecting an individual's self-love and satisfaction in their environment
(Bozgun & Akin-Kosterelioglu, 2023). General self-confidence is essential for students'
academic achievement and is influenced by life experiences, such as support and
encouragement from parents, siblings, friends, and teachers. Self-confidence is a quality
that allows students to feel assured of their ability to perform various learning
activities, both in and out of the classroom. It is related to success, achievements in
education, and well-being, among other things. Self-efficacy, self-esteem, and self-
compassion are three factors that can affect an individual's level of self-confidence
(Akbari & Sahibzada, 2020).
The novelty of this research is that there are variations from previous research in
terms of emphasis, subject, results, and combination of research variables. Previous
research only concentrated on STEM methods and self-confidence to improve student
learning outcomes. Previous research only examined one research variable: STEM,
bedside teaching method, and self-confidence. Therefore, this research will explore the
influence of learning methods such as STEM and bedside teaching methods, as well as
self-confidence, on learning outcomes and whether STEM learning methods and
bedside teaching can improve learning outcomes. Therefore, this research will be based
on the following three research questions:
1. Is there a difference in learning outcomes between using STEM learning methods
and bedside teaching?
2. Are there differences in learning outcomes related to self-confidence for students
with high, medium, and low levels?
3. Is there an interaction effect between learning methods and self-confidence on
student learning outcomes?
RESEARCH METHOD
This study elucidates the research difficulties being examined. Are there distinct
disparities in learning outcomes when comparing the utilization of STEM learning
approaches against bedside teaching? Do learning outcomes vary based on pupils' self-
confidence levels, specifically high, medium, and low? Does the combination of
learning methods and self-confidence impact student learning outcomes? This study
demonstrates that the effectiveness of STEM learning methods and bedside teaching in
enhancing learning outcomes is influenced by the utilization of these approaches and
the level of self-confidence in the learning process. The techniques section delineates the
precise approach employed to acquire the findings of this inquiry. This research aims to
The Effect of Learning Method and Self-Confidence on Student Learning Outcomes
736
identify discrepancies in learning methods and student self-assurance concerning
student academic achievements. This study employs quantitative methodologies
utilizing quasi-experimental methods. The study uses a non-equivalent control group
technique and follows a 2 x 3 two-way ANOVA factorial design. The factorial technique
employed in this study enables the examination of the influence of two distinct
treatment variables, referred to as factors, on the target population (Creswell & Poth,
2016). Experimental study is a rigorous and systematic approach to uncovering accurate
information regarding observed variables. This entails administering targeted
interventions to particular cohorts to reveal this truth (Creswell, 2014).
Participants
The study sample comprised 1000 students enrolled at the health Polytechnic Banten,
an educational institution in Indonesia. The enormity of this scale requires the study to
be divided into many portions due to the significant temporal and financial resources
needed. Therefore, a sample size of 10.00% of the population was chosen. In addition,
the researchers utilized a systematic random sampling method to determine the
number of students involved in the study. Systematic random sampling selects units for
a sample at regular intervals, creating gaps between each assigned unit.
Data Collection Procedures
The first phase of this research involved conducting a pre-test to assess the learning
outcomes in both the experimental and control courses before administering treatment.
In addition, the experimental group acquired knowledge by implementing STEM
methods during the treatment. The learning in textbooks in the experimental group was
organized based on their different themes or subjects. During the second phase, the
control group underwent education using bedside teaching methods. In the third phase,
researchers administered a questionnaire from Banten Health Polytechnic to assess
students' self-confidence. Furthermore, the students in the experimental group were
divided into three equal-sized subgroups within each class, specifically when all
students were in attendance. After implementing STEM and bedside teaching
approaches, the concluding session evaluated both groups by administering a post-test
to measure student learning outcomes. The data on self-confidence was acquired from
surveys administered to students at Banten Health Polytechnic. Subsequently, the data
was analyzed to derive outcomes. Figure 1 displays the flowchart used in this research.
Figure 1. Flowchart of research procedure (Mulyana et al., 2024).
Instruments
The instruments used to collect data include student learning outcomes and self-
confidence questionnaires. In the first class, each instrument is evaluated. Students in
each experimental group were tested before (pre-test) and after receiving treatment
(post-test). Then, self-confidence is measured with a questionnaire. In addition,
Need
analysis
Prepare
research
instruments
Instrument
testing
Data analysis
Results
The Effect of Learning Method and Self-Confidence on Student Learning Outcomes
737
researchers use inferential statistics to prove their hypotheses and analyze data by
applying descriptive statistics.
Data analysis
The data analysis approach commences by presenting analytical descriptive statistics
derived from this study's objectives and research questions. This analysis employs
mean scores, standard deviation measures, significant values, and 2-way ANOVA to
uncover disparities in students' proficiency in the English language. The research data
was subjected to statistical analysis using two-way ANOVA in SPSS 26. This study
aimed to investigate the enhancement of student learning outcomes using STEM and
bedside teaching methods while considering students' varying levels of self-confidence
(high, medium, and low). Before any analysis, all data was verified to ensure that it
satisfied the normality requirements, homogeneity, and correlation feasibility.
The researchers employed a two-way factorial analysis of variance (ANOVA) design
to examine the influence of two distinct categorical independent variables on a single
dependent variable. In a two-way factorial analysis of variance (ANOVA), researchers
conduct tests to examine the primary effect of each independent variable and ascertain
if the influence of one independent variable on the dependent variable is constant
across all levels of the other independent variables. This study also aims to determine
any interaction among the independent variables. This study investigates the
relationship between learning methods and self-confidence as independent factors and
their impact on student learning outcomes as the dependent variable. The researchers
utilized the two-way ANOVA test to examine and interpret the findings of the two-way
ANOVA investigation. This test evaluates the data analysis outcomes on several sets of
variables to address the research inquiries presented by the researcher. Subsequently,
the researcher employed the F test from a two-way ANOVA to scrutinize and
comprehend the outcomes. In this study, the researchers employed two-way ANOVA
to evaluate the differences in means between groups of independent and dependent
variables. The primary advantage of utilizing this ANOVA technique is its capacity to
extend the analysis to situations where the measured entity is affected by multiple
factors.
RESULTS AND DISCUSSION
Results
This study examines the disparities in enhancing student learning outcomes based on
learning methods and varying levels of student self-confidence, categorized as high,
medium, and low. The research findings can be classified into three main areas. Firstly,
there were significant differences in student learning outcomes between those taught
using STEM learning methods and those who received bedside teaching. Secondly,
variations in student self-confidence levels (high, medium, and low) also resulted in
differences in learning outcomes. Lastly, an interaction was observed between the
learning methods and the levels of student self-confidence, which influenced the overall
learning outcomes as measured by the average pre-test and post-test scores and
questionnaires.
This study investigates the influence of various teaching methods on the learning
outcomes of students from Banten Health Polytechnic. The control class uses bedside
methods, whereas the experimental class utilizes STEM methods. The pre-test and post-
test were conducted to assess student learning outcomes before and after the
The Effect of Learning Method and Self-Confidence on Student Learning Outcomes
738
intervention. The research findings indicate notable disparities in student learning
outcomes across the two class groups, suggesting that incorporating various learning
methods enhances student learning outcomes. Substantial disparities in student self-
confidence were seen across the two classes. Specifically, there were noticeable
distinctions among students with high, moderate, and low levels of self-assurance. This
is evident from the disparity in mean scores among the various groups. Preliminary
research findings prompt the inquiry into potential disparities in student learning
outcomes between those who employ STEM methodologies as a learning method and
those who utilize the bedside teaching method. The data is represented by the mean
value of the pre-test and post-test results and the standard deviation. Table 1 depicts the
extent of student learning outcomes before and after implementing learning methods
that integrate student self-confidence across various groupings.
Table 1. Descriptive statistics of the control group.
Statistic Self-Confidence Pre-test N Post-test N
Means High 64.27 22 70.42 26
Medium 55.00 6 59.17 2
Low 45.75 17 55.00 12
Std. Deviation High 6.597 22 6.985 26
Medium 9.164 6 1.050 2
Low 12.659 17 7.754 12
The data in Table 1 shows that the control group's pre-test outcomes can be
summarised as follows: the group with high self-confidence had the lowest average
learning outcomes value (M=64.27, SD=6.597); the group with medium self-confidence
values had an average learning outcomes value of (M=55.00, SD=9.164); and the group
with low self-confidence values had an average learning outcomes value of (M=45.75,
SD=12,659). The post-test results showed that the average score for learning outcomes
in the low self-confidence group was (M=55.00, SD = 7.754), the average score for
learning outcomes in the high self-confidence group was (M=70.42, SD = 6.985), and the
average score for learning outcomes in the medium self-confidence group was
(M=59.17, SD=1.050).
Table 2. Descriptive statistics of the experimental group.
Statistic Self-Confidence Pre-test N Post-test N
Means High 65.93 6 80.50 4
Medium 60.42 26 65.00 28
Low 60.00 23 62.00 28
Std. Deviation High 3.041 6 1.000 4
Medium 8.506 26 8.889 28
Low 6.350 23 8.975 28
In contrast, the pre-test results in the experimental group showed that persons who
were identified as having high self-confidence had an average learning outcomes score
of (M=65.93, SD=3.041). Individuals with moderate proficiency in self-confidence
obtained an average score of (M=60.42, SD=8.506) in learning outcomes. In contrast,
individuals with low proficiency in self-confidence obtained an average score of
(M=60.00, SD=6.350) in learning outcomes. According to the post-test results for the
The Effect of Learning Method and Self-Confidence on Student Learning Outcomes
739
experimental group, those with high self-confidence had an average learning outcomes
score of (M=80.50, SD=1.000. Individuals with a moderate level of self-confidence
obtained an average score of (M=65.00, SD=8.889) in learning outcomes. In contrast,
individuals with low proficiency self-confidence obtained an average score of
(M=620.00, SD= 8,975) in learning outcomes. The findings of this study address the
second research goal, which is to determine if there are notable disparities in learning
outcomes among students with different levels of self-confidence (high, medium, or
low). The findings of this study indicate that students' learning outcomes can be
improved by self-confidence at three levels: high, medium, and low. The average grade
of the pupils in the experimental group showed a significant improvement.
The second analysis of this research investigates if there are disparities in learning
outcomes depending on different levels of self-confidence. Therefore, the outcomes
derived from the experimental group were contrasted with those obtained from the
control group. The use of parametric statistics in this comparison is justified because the
data follows a normal distribution and is homogeneous. This study applies two-way
ANOVA analysis with the aid of SPSS 26 software, which employs parametric statistics
to ascertain (1) the simultaneous test measures (F test) and (2) the significance of these
data. The F test's significance level is established at a value below 0.05. The results
suggest that the statistical significance of the data is vital, with a significance value of
less than 0.05 (F = 10.899, Sig 0.000 <0.05). Students' self-confidence can be classified
into three skill levels: high, medium, and low. Table 2 illustrates the significance of
differences in students' learning outcomes, categorized by their high, medium, and low
self-confidence.
Table 3. Test of ANOVA 2 ways.
Dependent Variable: Learning Outcomes
Source
Type III Sum
of Squares
df
Mean Square
F
Sig.
Corrected Model
9127.404a
5
1825.481
28.851
.000
Intercept
134118.102
1
134118.102
2119.697
.000
Learning Method
1639.704
1
1639.704
27.915
.000
Self-Confidence
1252.707
2
626.354
10.899
.000
Learning Method* Self-
Confidence
1782.804
2
891.402
15.088
.000
Error
5947.596
94
63.272
Total
393300.000
100
Corrected Total
15075.000
99
a. R Squared = .705 (Adjusted R Squared = .684)
According to the findings in Table 3, a two-way ANOVA analysis reveals a notable
disparity in learning outcomes of students who utilize either STEM or bedside teaching
methods. This is demonstrated by the results of a two-way parametric test or analysis of
variance (ANOVA), where the calculated F value is compared with the F table value at
a significance level of 5%. The calculated F value (F = 27.915) is found to be more than
the F table value (3.936), indicating statistical significance. Additionally, the Sig value
(0.000) is less than the significance level of 0.05. This study employs a two-way analysis
of variance (ANOVA) to examine variations in variance among different groups. This
approach aligns with the researcher's established research objectives and problem
The Effect of Learning Method and Self-Confidence on Student Learning Outcomes
740
formulation. The analysis of variance, or two-way ANOVA, is employed to examine the
interactions among groups of variables.
Moreover, self-confidence significantly impacts students' learning outcomes. This is
demonstrated by the results of a 2-way parametric test or analysis of variance
(ANOVA), where the computed F value is compared to the F table value at a
significance level of 5%. The calculated F value (F = 10.899) is found to be greater than
the F table value (3.936), indicating statistical significance (Sig. value = 0.000 < 0.05).
This discovery aligns with the second research inquiry. The results of the third study
revealed a noteworthy correlation between different learning methods and the student's
learning outcomes, specifically about students' self-confidence. This is demonstrated by
the results of a 2-way parametric test or analysis of variance (ANOVA), where the
calculated F value is compared to the F table value at a significance level of 5%. The
calculated F value (F = 15.088) is found to be more than the F table value (3.936),
indicating statistical significance.
Additionally, the Sig. Value (0.000) is less than the significance threshold of 0.05.
Conversely, an R-squared score of 0.705 indicates that the combined impact of studying
learning methods and self-confidence on students' learning outcomes is 70.5%.
Furthermore, the influence of learning methods on students' learning outcomes is
contingent upon students' self-confidence. The research findings were reinforced by a
two-way ANOVA data analysis, which revealed an interaction between the learning
method and students' self-confidence (high, medium, and low). This interaction had an
impact on students' learning outcomes. The researcher conducted additional tests using
the Scheffe test and plotted estimates of the marginal mean. This was done to enhance
the validity of the two-way ANOVA test results and minimize any potential bias in the
research findings.
According to the findings in Table 3, a two-way ANOVA analysis reveals that self-
confidence at various levels (high, medium, and low) has a notable and beneficial
impact on students' learning outcomes. In addition, the two-way ANOVA analysis
revealed significant variations in students' learning outcomes exposed to the STEM and
bedside teaching methods. Furthermore, the findings of the third analysis from the two-
way ANOVA indicated the presence of an interaction impact between the utilization of
the learning method and self-confidence on the learning outcomes of the students. The
research highlights teachers' need to exercise caution when delivering learning methods
to learn learning outcomes. Additionally, teachers should incorporate a broader range
of digital-based learning resources. According to researchers, many pupils still
demonstrate a deficiency in their comprehension and mastery of discourse markers.
The findings of this study are consistent with prior research indicating that self-
confidence positively influences students' learning outcomes. In addition, researchers
face constraints when analyzing data, selecting samples, and determining study
techniques. The findings of this study align with the research objectives and
formulation outlined by the researcher at the outset of the investigation.
Table 4. Using Scheffe test.
Multiple Comparisons
Dependent Variable: Learning Outcomes
Scheffe
(I) Self-
(J) Self-
Mean
Std. Error
Sig.
95% Confidence Interval
The Effect of Learning Method and Self-Confidence on Student Learning Outcomes
741
Confidence
Confidence
Difference
(I-J)
Lower Bound
Upper
Bound
High
Moderate
10.50*
2.054
.000
5.39
15.61
Low
1.29
1.921
.798
-3.49
6.07
Moderate
High
-10.50*
2.054
.000
-15.61
-5.39
Low
-9.21*
1.921
.000
-13.99
-4.43
Low
High
-1.29
1.921
.798
-6.07
3.49
Moderate
9.21*
1.921
.000
4.43
13.99
Based on observed means.
The error term is Mean Square (Error) = 63.272.
*. The mean difference is significant at the .05 level.
Table 4 presents the correlation between different learning methods and varying
levels of self-confidence (high, medium, and low) about student learning outcomes. The
mean interaction between individuals with high self-confidence and those with
medium self-confidence was 10.50. Conversely, when the Sig value is less than 0.05, it
indicates that the null hypothesis (Ho) is rejected. The data indicates disparities in
learning outcomes between pupils with high and moderate self-confidence. The
correlation between high and poor self-confidence is M=1.29. If the p-value is more
significant than 0.05, then the null hypothesis (Ho) is accepted. These data indicate that
the learning outcomes of pupils with intense and low self-confidence are equivalent.
The interaction between individuals with medium and high self-confidence is
represented by the coefficient M=-10.50. A significance value less than 0.05 indicates
that the null hypothesis (Ho) is rejected. The findings establish disparities in learning
outcomes between moderate and high self-confidence pupils. 4). The correlation
between moderate and poor self-confidence is M=-9.21. A significance value less than
0.05 indicates that the null hypothesis (Ho) is rejected. The findings of this study
establish that there are discernible disparities in learning outcomes between students
with moderate and low self-confidence. The interaction between low and strong self-
confidence yielded a mean value of -1.29. If the significance value is more significant
than 0.05, then the null hypothesis (Ho) is accepted. These data indicate that the
learning outcomes of pupils with low and high self-confidence are equivalent. The
mean value of the interaction between low and moderate self-confidence was 9.21. A
significance value less than 0.05 indicates that the null hypothesis (Ho) is rejected. These
data establish disparities in learning outcomes between low and moderate self-
confidence students.
The Scheffe test is a post-hoc statistical test employed in statistical analysis. Scheffe's
test was utilized to conduct comparisons of group averages in an unplanned analysis of
variance (ANOVA). Unplanned comparisons are carried out after an ANOVA test when
the comparison factors were not initially included in the ANOVA experiment. Scheffe's
test determines if the mean of one set of means is significantly different from the mean
of another group of means. Additional analysis reveals that the Scheffe test
demonstrates a significant and favorable impact of the interaction between learning
technique groups, which include students with varying levels of self-confidence, on
learning results.
Consequently, a student's self-confidence level directly correlates with how much
their learning outcomes improve. Scheffe's post hoc test revealed that there was a
significant interaction between the learning technique group and the levels of self-
confidence (high, medium, and low) for four specific comparisons (high vs. medium,
The Effect of Learning Method and Self-Confidence on Student Learning Outcomes
742
medium vs. high, medium vs. low, and low vs. medium), as seen by the differences in
means. The mean is statistically significant at the 0.05 level, as indicated in Table 3.
Nevertheless, the analysis did not reveal any significant interaction between the
learning method groups and the levels of self-confidence (high, medium, and low) in
both groups. Figure 1 depicts the effects of interactions among different groups of
learning methods, including students with varying self-confidence levels, on student
learning outcomes. The information shown is derived from data analysis conducted
using the Scheffe test.
Figure 1. Interactive effects of variables.
Based on Figure 1, it is estimated that there is an interaction between learning
methods, self-confidence, and learning outcomes. As visualized in Figure 1, through
self-confidence, the group with low self-confidence significantly outperformed the
group with high self-confidence in terms of learning outcomes. On the other hand, in
implementing bedside teaching, the group with high self-confidence significantly
improved their learning outcomes compared to the group with low self-confidence.
Next, the marginal average estimate in the graph above shows an image of the
interaction of three lines that intersect with other lines. This means that using learning
methods influences students' learning outcomes through interaction with their self-
confidence, regardless of their self-confidence level in various self-confidence groups.
The findings of this research indicate an interaction between the two independent
variables and the dependent variable, namely, the interaction between the learning
method variables and self-confidence in students' learning outcomes. This finding is a
new perspective that has yet to exist in previous research. The new perspective on this
finding is integrating learning methods and self-confidence to improve students'
learning outcomes. In the context of the research questions and objectives, the research
findings are very appropriate to the research questions and objectives the researcher
presents. The findings of this research also have beneficial implications: learning
methods using STEM and bedside teaching integrated with students' self-confidence
The Effect of Learning Method and Self-Confidence on Student Learning Outcomes
743
can improve students' learning outcomes. The findings of this research provide a new
perspective for lecturers and students in the learning process.
Discussion
This research aims to answer three research questions using quantitative methods.
Research results show that using STEM learning methods and bedside teaching
significantly improves learning outcomes. These findings are consistent with prior
studies (Asrizal et al., 2022; Suciana et al., 2023; Zuhroidah et al., 2019). The
implementation of STEM methodologies and bedside teaching has a positive impact on
enhancing student learning outcomes across different educational levels and courses.
Education professionals have thoroughly examined the correlation between classroom
exposure to STEM disciplines and positive learning outcomes for pupils. Nevertheless,
there needs to be more consensus over the precise definition of STEM education, as
evidenced by multiple studies (Wahono et al., 2020). Learning outcomes are specific
accomplishments resulting from the teaching and learning process. The outcomes may
encompass cognitive aptitudes, emotional maturation, or psychomotor proficiencies
(Hidayat & Suryadi, 2023; Novita & Sundari, 2020). According to Zuhroidah et al.
(2019), bedside teaching successfully enhances students' understanding and proficiency
in performing their responsibilities.
The second study demonstrates that students' self-confidence exhibits changes
influenced by different levels of self-confidence, namely high, medium, and low. This
study diverges from prior research (Byiringiro, 2024; Salainti, 2024; Siadah, 2023). The
distinction between this study and previous studies is that student self-confidence
solely impacts learning. In contrast, the present research findings demonstrate that
fluctuating levels of student self-confidence can enhance student learning outcomes.
Self-confidence is essential to effectively demonstrate their skills, talents, abilities, and
knowledge. Sure, pupils possess a high level of expertise, but they need help fully
utilizing it due to a need for more self-assurance. They could not disclose their
thoughts, even if they wanted to (Indriani et al., 2021). Self-confidence refers to an
individual's belief and attitude toward their ability to accept things as they are, whether
favorable or unfavorable. It is cultivated and acquired by developing the knowledge
and skills to achieve personal happiness (Pečiuliauskienė, 2020).
The third study demonstrates a significant interaction between learning methods and
self-confidence in student learning outcomes. Research indicates that combining
learning methods and self-confidence substantially impacts students' learning
outcomes. This is corroborated by the outcomes of both ANOVA analyses, as indicated
by the concurrent F-test values and significant values (Table 3), and is further reinforced
by the interactive impact of image variables (Figure 1). These two pieces of evidence
substantiate the research findings, demonstrating the existence of this association. The
association between the independent and dependent variables in this research indicates
that how the data is presented and analyzed improves student learning outcomes. The
third research finding highlights the correlation between learning methods and self-
confidence about student learning outcomes. The outcomes of this study are unusual as
they are entirely new and have never been observed. Enhancing STEM education is a
viable solution to address the need for more motivation in science learning. The concept
of self-confidence can be applied to a wide range of domains. Self-confidence positively
affects academic disciplines such as science and social sciences.
The Effect of Learning Method and Self-Confidence on Student Learning Outcomes
744
CONCLUSION
Fundamental Finding: Derived from the outcomes and subsequent analysis. The
research yielded three main findings: (1) disparities in student learning outcomes
between those exposed to STEM learning methods and those taught using bedside
teaching methods, (2) variations in student learning outcomes based on different levels
of student self-confidence (high, medium, and low), and (3) the influence of the
interaction between learning methods and student self-confidence levels on student
learning outcomes. This research is innovative because it differs from past studies
regarding emphasis, topic matter, results, and the combination of research variables.
Prior studies focused exclusively on STEM methodologies and self-assurance to
enhance student academic achievements. Prior studies focused on investigating a single
research variable, specifically STEM, bedside teaching technique, and self-confidence.
This research examines the impact of learning methods, specifically STEM and bedside
teaching and self-confidence, on learning outcomes. It also suggests that STEM learning
methods and bedside teaching can enhance learning outcomes. Implication: Research
findings also have practical consequences for achieving student learning outcomes. This
study introduces a novel methodology that investigates the influence of integrating
different learning techniques and student self-assurance on student academic
achievements. The research findings have profound implications for educators as they
offer a range of learning modalities, including STEM and bedside approaches, to
enhance student learning outcomes. In addition, these findings significantly influence
students at Banten Health Polytechnic. Limitation: Various limitations constrain this
study. The primary hindrance is the restricted sample size resulting from the brief
timeframe of the research and the exclusively limited money available. Essentially, this
research is constrained by various elements in its research design, including the uneven
distribution of students across different groups and a concise data analysis. Future
Research: While this study demonstrates that combining different learning approaches
and fostering confidence might enhance students' learning outcomes, it needs to
investigate the current trend of STEM education methods. Hence, additional research is
required to delve into many facets of STEM in student learning. Researchers propose
conducting further research to explore the application of STEM in the educational
process across different levels of education in Indonesia.
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*Asep Awaludin (Corresponding Author)
Doctoral Degree Program in Education, Sultan Ageng Tirtayasa, Banten, Indonesia
Jl. Raya Jkt Km 4 Jl. Pakupatan, Panancangan, Kec. Cipocok Jaya, Kota Serang, Banten 42124.,
Indonesia
Email: 7782210026@untirta.ac.id
Yayat Ruhiat
Doctoral Degree Program in Education, Sultan Ageng Tirtayasa, Banten, Indonesia
Jl. Raya Jkt Km 4 Jl. Pakupatan, Panancangan, Kec. Cipocok Jaya, Kota Serang, Banten 42124.,
Indonesia
Email:
Nurul Anraini
Doctoral Degree Program in Education, Sultan Ageng Tirtayasa, Banten, Indonesia
Jl. Raya Jkt Km 4 Jl. Pakupatan, Panancangan, Kec. Cipocok Jaya, Kota Serang, Banten 42124.,
Indonesia
Email:
Suryadi, M.Pd.
English Department, STKIP Situs Banten, Indonesia
Jl. Raya Cipocok Jaya, Kota Serang, Banten, Inodnesia
Email: suryadiyadi426@yahoo.com
