PENINGKATAN EFIKASI DIRI AKADEMIK DAN MOTIVASI BERPRESTASI MELALUI TEKNIK PSIKODRAMA PADA SISWA KELAS XI MA MADANIA BANTUL YOGYAKARTA

This study aims to improve academic self-efficacy and achievement motivation of grade XI students of MA Madania Bantul through psychodrama techniques. This study was classroom action research carried out in five cycles using Kemmis and Taggart model. Each cycle consisted of four stages, namely planning, action, observation and reflection. The subjects in this study were 10 grade XI students of MA Madania Bantul. The type of action taken was psychodrama technique which consisted of three stages, namely preparation, implementation, and discussion. The data collection methods used was the scale, observation and interview. The instrument used in this study was the scale of academic self-efficacy and achievement motivation, observation guides and interview guides. The success in this study was 80% of the subjects have high academic self-efficacy and achievement motivation. The analysis of the data used in this research was the analysis of is quantitative descriptive. The results show that the technique psychodramas which included preparation, implementation, and discussion can improve academic self-efficacy and achievement motivation of grade XI students of MA Madania Bantul. The Pre-actions performed by distributing scales shows academic self-efficacy and achievement motivation of the students is still low. In the first cycle consisting of five actions, only 40% of students have a moderate academic self-efficacy and achievement motivation. In the second cycle consisting of five actions the result, increased to 60% of students that have moderate academic self-efficacy and achievement motivation. In the third cycle consisting of five actions the result, increased to 100% of students that have moderate academic self-efficacy and achievement motivation. In the fourth cycle consisting of five actions the result, increased to 70% of students that have high academic self-efficacy and achievement motivation. In the fifth cycle consisting of five actions the result, increased to 100% of students that already have high academic self-efficacy and achievement motivation and have reached the target. These results are strengthened by the observation and interview of subjects showing the increased academic self-efficacy and achievement motivation from pre-action