The effect of LMS schoology assisted reciprocal teaching on students' self-efficacy in learning mathematics.

Technological advances have had a major influence and contribution to the world of education. This study aims to determine the effect of the Learning Management System (LMS) Schoology-assisted Reciprocal Teaching model on students' self-efficacy in learning mathematics. This research is a quasi-experimental study with a population of 276 students of class VIII in one of the Yogyakarta State Junior High Schools for the 2020/2021 academic year. The sample in this study consisted of two randomly selected classes, namely class VIII C as the experiment group and VIII B as the control group. The instrument used in this study was a student self-efficacy questionnaire in learning mathematics. Instrument data were analyzed using the Independent Sample t-Test to determine the effect of LMS Schoology-assisted Reciprocal Teaching on students' self-efficacy. The results showed that the Reciprocal Teaching model assisted by LMS Schoology affected students' self-efficacy. The impact is known from the output of hypothesis testing, which shows the value of p-value (2-tailed) < α, which is 0.042 < 0.050, and the value of tcount > ttable, which is 2.704 > 1.668, where the average score obtained by the experiment group is superior to the control group. [ABSTRACT FROM AUTHOR]