TRANSFORMASI SELF-EFFICACY DAN BERPIKIR KRITIS MAHASISWA MELALUI INOVASI PEMBELAJARAN STEM PADA PENDIDIKAN MATEMATIKA
DOI:
https://doi.org/10.24127/ajpm.v15i3.15246Kata Kunci:
Berpikir Kritis Mahasiswa, Pembelajaran STEM, Pendidikan Matematika, Self-EfficacyAbstrak
Pembelajaran matematika di perguruan tinggi abad ke-21 menuntut mahasiswa tidak hanya menguasai konsep matematis, tetapi juga memiliki self-efficacy dan kemampuan berpikir kritis yang memadai untuk menghadapi permasalahan kompleks. Namun, praktik pembelajaran konvensional yang masih berpusat pada dosen sering kali belum mampu mengembangkan kedua kemampuan tersebut secara optimal. Penelitian ini bertujuan untuk menganalisis pengaruh pembelajaran berbasis Science, Technology, Engineering, and Mathematics (STEM) terhadap transformasi self-efficacy dan kemampuan berpikir kritis mahasiswa pendidikan matematika. Penelitian ini menggunakan desain eksperimen semu dengan model pretest–posttest control group. Subjek penelitian terdiri atas 60 mahasiswa pendidikan matematika yang terbagi ke dalam kelas eksperimen dan kelas kontrol. Instrumen penelitian meliputi angket self-efficacy dan tes kemampuan berpikir kritis yang telah memenuhi kriteria validitas dan reliabilitas. Data dianalisis menggunakan analisis kovarian (ANCOVA) dan analisis multivariat (MANOVA). Hasil penelitian menunjukkan bahwa pembelajaran berbasis STEM berpengaruh positif dan signifikan terhadap peningkatan self-efficacy dan kemampuan berpikir kritis mahasiswa dibandingkan pembelajaran konvensional. Pembelajaran STEM mendorong keterlibatan aktif mahasiswa melalui pemecahan masalah kontekstual, kolaborasi, dan refleksi, sehingga berdampak pada penguatan aspek afektif dan kognitif secara simultan. Temuan ini menegaskan bahwa pembelajaran STEM merupakan pendekatan inovatif yang efektif untuk meningkatkan kualitas pembelajaran matematika di perguruan tinggi serta memperkuat kesiapan akademik dan psikologis mahasiswa.Referensi
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