IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 21, Issue 5, Ver. 3 (May. 2016) PP 99-104 e-ISSN: 2279-0837, p-ISSN: 2279-0845. www.iosrjournals.org DOI: 10.9790/0837-21050399104 www.iosrjournals.org 99 | Page The Implementation of Carousel Feedback And Two Stay two Stray Learning Models to Enhance Students’self Efficacy And Social Studieslearning Outcome Nur Arif Ms¹, Budi Eko Soetjipto², I Nyoman Sudana Degeng³ ¹Basic Educationstudy Program, Graduate Study, Universitas Negeri Malang, Indonesia ²Faculty Of Economics, Universitas Negeri Malang, Indonesia ³Graduate Study, Universitas Negeri Malang, Indonesia Abstract: This study is aimed to obtain information on the implementation of carousel feedback and two stay two stray learning models, the increase of self-efficacy and student learning outcomes in social studies. This study is classroom action research (CAR). Subject in this study is the fifth grade student of SDN Mamajang II Makassar on the second semester of 2015/2016 academic year that consist 28 students; 15 male students and 13 female students. Data required in this study are: 1) the implementation of carousel feedback and two stay two stray learning models; 2) self-efficacy; and 3) the learning outcome. Sources of data obtained from students and teachers. Data analysis techniques used are: data reduction, data presentation, and conclusion and verification. The research finding areas follows: 1) the observation of the implementation learning model in the first cycle is effective criteria and increased in the second cycle that is considered as very effective criteria; 2) the results of self-efficacy questionnaire in the first cycle isfair criteria are increased in the second cycle into the criteria very good; and 3) the students’ learning outcome in the first cycle that has not been passed the standard have increased in the second cycle is complete criteria. Keywords: Carousel Feedback Model, Two Stay Two Stray Model, Self Efficacy, Learning Outcomes, Cooperative Learning I. Introduction Based on preliminary observations conducted by researcher at the fifth grade students of SDN II Mamajang Makassar City on August 12, 2015, there were several findings in the learning process social studies in the classroom is still teacher-centred learningthat caused poor students to interact and participate actively in the learning process. If there is any question posed by the teacher, there were only 2-3 students who dared to give an answer. Lack of courage from the students to ask questions, argue, and the confidence to get involved during the learning also happen. Students just sit, silent, and listen to the explanations of the teacher without any activity that leads to make students more active. In addition, the students' lack of confidence in doing the task resulted in completing the task students look at his work. It proves that there is low ability of students 'beliefs on their self-efficacy. A teacher should be able to raise the students’ self-efficacy as one component in the learning system. Not only in the aspect of attitude but also knowledge and skills that can be seen through the mastery of the subject matter as well as aspects of the personality of students. Bandura (2009) stated that self-efficacy is the belief in one's ability to organize and carry out the necessary actions to manage the situation. Ormrod (2009) states that self-efficacy is a person's beliefs about their own ability to perform a certain behaviour to achieve certain goals.Self-efficacy will determine the success or failure of getting something done and will affect the person himself. In other words, if students experience success in learning, then they will increase self-efficacy, and high self-efficacy will motivate students to act more diligently, especially when the goal is clear, which in turn will improve learning outcomes. The learning process is said to be successful, if all students achieve the learning outcomes in accordance with the standard passing grade(passing grade standard) as determined by the teacher. Passing grade standard in SDN II Mamajang Makassar for the fifth grade students in the academic year of 2015/2016 is 75, after the middle of thefirst half of test activities 9 out of 28 students who did reach the passing grade that has been established, then a teacher should make changes to the learning process that has been done, one of them is through applying cooperative learning model to optimize the role of students in learning and developing self efficacy students ultimately expected to improve learning outcomes of all students in accordance with the standard passing gradeto be achieved. Slavin (2008) argued that cooperative learning is the ideal solution to the problem of learning that provides an opportunity to interact together from different ethnic backgrounds of the students. Isjoni (2007) explained