EFEKTIVITAS MODEL PEMBELAJARAN PROBLEM POSING DAN PROBLEM SOLVING TERHADAP KEMAMPUAN PEMECAHAN MASALAH DAN SELF-EFFICACY SISWA

Evi Novianti(1*), Syukrul Hamdi(2),

(1) Yogyakarta State University
(2) Universitas Negeri Yogyakarta
(*) Corresponding Author


Abstract


Rendahnya kemampuan siswa dalam memecahkan masalah akibat rasa percaya diri yang rendah memerlukan suatu model pembelajaran yang inovatif dalam penerapannya. Penelitian ini bertujuan untuk mendeskripsikan keefektifan model pembelajaran integrated problem posing and problem solving dalam meningkatkan kemampuan pemecahan masalah matematis dan self-efficacy siswa SMP. Metode yang digunakan dalam penelitian ini adalah quasi eksperimen dengan non-equivalent pre-test and post-test group design. Populasi penelitian ini adalah siswa yang belum pernah mempelajari mata pelajaran nilai perbandingan dan nilai invers di SMP Negeri 1 Cibingbin, Kuningan, Jawa Barat tahun pelajaran 2023/2024. Teknik pengambilan sampel yang digunakan adalah cluster random sampling. Analisis data menggunakan statistik uji multivariat (Hotellings') diperoleh. Berdasarkan nilai effect size sebesar 0,10 menunjukkan keefektifan peningkatan kemampuan pemecahan masalah dan self-efficacy akibat adanya model pembelajaran tersebut.


Keywords


kemampuan pemecahan masalar, self-efficacy, problem posing, problem solving

References


Abramovich, S. (2018). Integrating computers and problem posing in mathematics teacher education. In Integrating Computers and Problem Posing in Mathematics Teacher Education. https://doi.org/10.1142/11089

Bandura, A. (2007). Much ado over a faulty conception of perceived self-efficacy grounded in faulty experimentation. Journal of Social and Clinical Psychology, 26(6). https://doi.org/10.1521/jscp.2007.26.6.641

Baumanns, L., & Rott, B. (2022). Developing a framework for characterising problem-posing activities: a review. Research in Mathematics Education, 24(1). https://doi.org/10.1080/14794802.2021.1897036

Cifarelli, V. V., & Sevim, V. (2015). Problem posing as reformulation and sense-making within problem solving. In Mathematical Problem Posing: From Research to Effective Practice. https://doi.org/10.1007/978-1-4614-6258-3_8

Feldon, D. F., Franco, J., Chao, J., Peugh, J., & Maahs-Fladung, C. (2018). Self-efficacy change associated with a cognitive load-based intervention in an undergraduate biology course. Learning and Instruction, 56. https://doi.org/10.1016/j.learninstruc.2018.04.007

Inoue, N., Asada, T., Maeda, N., & Nakamura, S. (2019). Deconstructing teacher expertise for inquiry-based teaching: Looking into consensus building pedagogy in Japanese classrooms. Teaching and Teacher Education, 77. https://doi.org/10.1016/j.tate.2018.10.016

Kevin A. Artuz, J., & B. Roble, D. (2021). Developing Students’ Critical Thinking Skills in Mathematics Using Online-Process Oriented Guided Inquiry Learning (O-POGIL). American Journal of Educational Research, 9(7). https://doi.org/10.12691/education-9-7-2

Kopparla, M., Bicer, A., Vela, K., Lee, Y., Bevan, D., Kwon, H., Caldwell, C., Capraro, M. M., & Capraro, R. M. (2019). The effects of problem-posing intervention types on elementary students’ problem-solving. Educational Studies, 45(6). https://doi.org/10.1080/03055698.2018.1509785

Likourezos, V., Kalyuga, S., & Sweller, J. (2019). The Variability Effect: When Instructional Variability Is Advantageous. Educational Psychology Review, 31(2). https://doi.org/10.1007/s10648-019-09462-8

Niss, M., & Højgaard, T. (2019). Mathematical competencies revisited. Educational Studies in Mathematics, 102(1). https://doi.org/10.1007/s10649-019-09903-9

Polat, H., & Özkaya, M. (2023). The effect of problem posing-based active learning activities on problem-solving and posing performance: The case of fractions. Journal of Pedagogical Research, 7(1). https://doi.org/10.33902/JPR.202317880

Polya, G. (1975). Polya: How to Solve it : a New Aspect of Mathematical Method. In Stochastic Optimization in Continuous Time.

Saygili, E. ; (2017). Examining the problem solving skills and the strategies used by high school students in solving non-routine problems. E-International Journal of Educational Research, 8(2).

Schindler, M., & Bakker, A. (2020). Affective field during collaborative problem posing and problem solving: a case study. Educational Studies in Mathematics, 105(3). https://doi.org/10.1007/s10649-020-09973-0

Schoenfield, M. (2017). The Accuracy and Rationality of Imprecise Credences. Nous, 51(4). https://doi.org/10.1111/nous.12105

Utami, R. W., & Wutsqa, D. U. (2017). Analisis kemampuan pemecahan masalah matematika dan self-efficacy siswa SMP negeri di Kabupaten Ciamis. Jurnal Riset Pendidikan Matematika, 4(2). https://doi.org/10.21831/jrpm.v4i2.14897

van Merriënboer, J. J. G., & Kirschner, P. A. (2017). Ten Steps to Complex Learning. In Ten Steps to Complex Learning. https://doi.org/10.4324/9781315113210

Voica, C., Singer, F. M., & Stan, E. (2020). How are motivation and self-efficacy interacting in problem-solving and problem-posing? Educational Studies in Mathematics, 105(3). https://doi.org/10.1007/s10649-020-10005-0

Yeh, Y. C., Chen, S. Y., Rega, E. M., & Lin, C. S. (2019). Mindful learning experience facilitates mastery experience through heightened flow and self-efficacy in game-based creativity learning. Frontiers in Psychology, 10(JULY). https://doi.org/10.3389/fpsyg.2019.01593




DOI: http://dx.doi.org/10.24127/ajpm.v14i3.10964

Refbacks

  • There are currently no refbacks.