Analisis Kemampuan Pemecahan Masalah Matematis Ditinjau dari Tingkat Self-Efficacy

Rahmawati, Anisa; Lukman, Hamidah Suryani; Setiani, Ana

doi:10.46918/equals.v4i2.979

Cited by 5 publications

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“…On both indicators, the high self-efficacy student can understand problems, solve problems correctly and re-examine the answers. This is in line with the research results by Rahmawati et al (2021), Wijayanti et al (2021), which mention that students who have high self-efficacy perform all stages of problem-solving when solving a problem. With high self-efficacy, students can solve problems well (Askar et al, 2016).…”

Section: Resultssupporting

confidence: 91%

Mathematical Problem-Solving Ability of Junior High School Students in Terms of Self-Efficacy

Umbara

Suhendra

Kusumah

2022

Jurnal Nasional Pendidikan Matematika

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One of the essential mathematical abilities possessed by students is problem-solving ability. So that students can solve problems effectively, they need self-efficacy to help actualize and optimize their problem-solving ability. This research aims to describe the students' mathematical problem-solving ability based on self-efficacy differences. The method used in this research is qualitative with a phenomenological approach. The subjects were three students in grade VII at one of the junior high schools in Serang City, Banten. The indicator of problem-solving ability used in this research is related to students' success in solving various mathematical problems. The results of this research showed that students with high self-efficacy could solve closed mathematical problems inside and outside the mathematical context and open-ended mathematical problems outside the mathematical context. The student with moderate self-efficacy solved closed mathematical problems inside a mathematical context. The low self-efficacy student could not solve all the mathematical problems given.

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Section: Resultssupporting

confidence: 91%

Mathematical Problem-Solving Ability of Junior High School Students in Terms of Self-Efficacy

Umbara

Suhendra

Kusumah

2022

Jurnal Nasional Pendidikan Matematika

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“…In addition, subjects with self-efficacy are also able to present situations mathematically using variables, symbols, and diagrams to solve numeracy problems. This is in line with the results of the study by Rahmawati et al, (2021) that students with a low level of self-efficacy are only able to fulfil only one problem solving indicator, namely understand the problem.…”

Section: Figure 5 Cinta's Answer To Questionsupporting

confidence: 90%

Numeracy of prospective elementary school teachers with low self-efficacy: A case study

Yustitia

2022

CJES

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Numeracy can develop the self-capacity of prospective elementary school teachers in the 21st century. One of the factors that influence success in numeracy is self-efficacy. Those with low self-efficacy will often avoid tasks and quickly give up when encountering problems. This study aims to describe the numeracy of prospective elementary school teachers with low self-efficacy. This study was qualitative research with a case study. Samples were selected using the purposive sampling technique, in which they were students majoring in Elementary School Teacher Education with low self-efficacy. The employed research instruments were valid and reliable numeracy tests and self-efficacy questionnaires and interview guidelines. Qualitative data were collected through tests and interviews. Furthermore, the validity of the obtained data was examined by source triangulation, researchers’ persistence, and attendance extension. The collected data were then analySed using the interpretative method, consisting of data condensation, data presentation, data validity checking, and verification. The results show that the numeracy of prospective elementary school teachers with low self-efficacy had been in the stage of being able to identify problems according to context and present problems even though they still made conceptual errors, calculation, and had difficulty in re-communicating the solution to the numeracy problems in context. Keywords: Elementary school teacher, numeracy, self-efficacy.

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“…[47] Chasani et al & Rahmawati et al revealed that students with self-efficacy were fulfilling two indicators namely writing down known information and solving problems according to plan. [48,49] In addition, the flipped classroom learning model helps develop self-efficacy and student learning outcomes, so that students' mathematical problem-solving abilities also increase significantly. [50]…”

Section: Analysis Of Students' Mathematicalmentioning

confidence: 99%

Analysis of Flipped Classroom Learning with a Scientific Approach to Students’ Mathematical Problem Solving Ability in View of Self Efficacy

2023

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Opportunity is material at the junior high school level that is easy to relate to the problems of everyday life. Even so, there are still findings that show students' difficulties and errors in solving opportunity problems. Students' disbelief in their ability to solve problems is thought to be an obstacle for students, besides that the learning model and approaches implemented in schools are one of the factors in improving students' problem-solving abilities. However, further research is needed to prove it. This study aims to analyze the effectiveness of flipped classroom learning with a scientific approach in terms of student self-efficacy, as well as to describe students' mathematical problem-solving abilities on opportunity material in terms of students' self-efficacy in solving problems. The research subjects were class VIII students of SMP IT Insan Cendekia Semarang. The results of the study show that flipped classroom learning with a scientific approach is proven to be effective in improving students' problem-solving abilities. In addition, the level of self-efficacy of students also shows that students who are in the category of higher self-efficacy tend to have better problem-solving skills. This result is proven by The results of the study show that flipped classroom learning with a scientific approach is proven to be effective in improving students' problem solving abilities. In addition, the level of self-efficacy of students also shows that students who are in the category of higher self-efficacy tend to have better problem-solving skills. This result is proven by the results of the study show that flipped classroom learning with a scientific approach is proven to be effective in improving students' problem-solving abilities. In addition, the level of self-efficacy of students also shows that students who are in the category of higher self-efficacy tend to have better problem-solving abilities. This result proven that there is an influence between students' self-efficacy on the mathematical problem-solving abilities of students who are taught using the flipped classroom learning model with a scientific approach. So, in other words, self-efficacy has a positive effect on students' problem-solving abilities. Keywords: problem solving ability, flipped classroom, self-efficacy, scientific approach

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Analisis Kemampuan Pemecahan Masalah Matematis Ditinjau dari Tingkat Self-Efficacy

Cited by 5 publications

References 0 publications

Mathematical Problem-Solving Ability of Junior High School Students in Terms of Self-Efficacy

Mathematical Problem-Solving Ability of Junior High School Students in Terms of Self-Efficacy

Numeracy of prospective elementary school teachers with low self-efficacy: A case study

Analysis of Flipped Classroom Learning with a Scientific Approach to Students’ Mathematical Problem Solving Ability in View of Self Efficacy

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