Analisis Self-Efficacy Siswa dalam Penelitian Pembelajaran Matematika dengan Pendekatan Matematika Realistik dan Inkuiri

Rajagukguk, Waminton; Hazrati, Khairina

doi:10.31004/cendekia.v5i2.761

Cited by 4 publications

(4 citation statements)

References 8 publications

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“…As with Bandura dan Locke dalam Fajri et al, (2016) stated that self-efficacy displays the level of student confidence in the ability to solve various mathematical problems and affects the increase in student learning outcomes. Negative feelings about self-efficacy can cause students to be reluctant to face challenges, not enthusiastic about doing something, and focus on obstacles and poor self-preparation (Rajagukguk & Hazrati, 2021). This is in accordance with what was said by a math teacher at SMP Negeri 37 Semarang that students more often look for answers on the internet and are reluctant to solve problems on their own or discuss with friends.…”

Section: Figure 2 Student Work Resultssupporting

confidence: 77%

Students’ Mathematical Literacy Ability in Terms of Self Efficacy Through Problem Based Learning with PMRI Approach

Purnaningtyas,

Safa’atullah

2023

Unnes J. Math. Educ.

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This research aims to (1) find out whether mathematical literacy through Problem-Based Learning with PMRI Approach (PBL-PMRI) achieves Actual Completion Limit (ACL); (2) find out whether mathematical literacy through PBL-PMRI is classically complete; (3) to find out whether the average and proportion of mathematical literacy through PBL-PMRI is more than the average and proportion of mathematical literacy through PBL; (4) knowing whether students' self-efficacy influences mathematical literacy through PBL-PMRI; (5) describe mathematical literacy through PBL-PMRI based on students' self-efficacy. The research method used is a mixed method with a sequential explanatory design. Sampling in this research with cluster random sampling. While taking the subject with purposive sampling. The results of this research are: (1) mathematical literacy through PBL learning with the PMRI approach achieves Actual Completion Limit (ACL); (2) mathematical literacy through PBL-PMRI learning achieves classical mastery; (3) the average and proportion of students' mathematical literacy through PBL-PMRI are more than the average and proportion of mathematical literacy through PBL; (4) self-efficacy affects mathematical literacy through PBL-PMRI; (5) description of students' mathematical literacy with categories: (a) self-efficacy on fulfilling the four indicators; (b) self-efficacy is in the moderate of fulfilling 3 indicators and tends not to fulfill 1 indicator; (c) lower self-efficacy tends to fulfill 2 indicators, tends not to fulfill 1 indicator, and does not fulfill 1 indicator.

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Section: Figure 2 Student Work Resultssupporting

confidence: 77%

Students’ Mathematical Literacy Ability in Terms of Self Efficacy Through Problem Based Learning with PMRI Approach

Purnaningtyas,

Safa’atullah

2023

Unnes J. Math. Educ.

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“…Selfefficacy plays an important role in the advancement of education because self-efficacy will help students feel confident in their abilities and deal effectively with the difficulties they face in their learning experiences (Nissa et al, 2022;Simanjuntak et al, 2019). In the social studies learning process, selfefficacy is necessary because it relates to skills that can be taught so that students become better (Hibatullah et al, 2022;Rajagukguk & Hazrati, 2021). It is also related to implementing social science lessons, exposing students to a wider society where humans will always interact with their environment.…”

Section: Introductionmentioning

confidence: 99%

Environmental Oriented Problem-Based Learning (PBL) Improves Learning Outcomes and Self-Efficacy of Students In Social Studies In Fifth-Grade Elementary Schools

Arisanti

Dantes

Suastika

2022

JLLS

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The lack of teacher abilities and skills in varying the application of learning models impacts low learning outcomes and student self-efficacy in social studies subjects in grade V. This study aims to produce a product in the form of an environment-oriented problem-based learning model. This research belongs to the type of development research that was developed using the 4D model. The 4D model consists of four research stages: defining, designing, developing, and deploying. The subjects involved in this study were social studies learning experts, expert practitioners of 15 high-grade teachers, and 51 fifth-grade elementary school students. Data collection in the study was carried out using non-test and test methods, with research instruments in the form of questionnaires and multiple-choice tests. The data obtained in the study were then analyzed using a feasibility test with validity and product trials. The research analysis results show that the learning model developed gets an average score of 4.9 in the "very good" category. Furthermore, the results of testing the simultaneous effect of environment-oriented problem-based learning models on student learning outcomes and self-efficacy show an influence on the dependent variable (social studies learning outcomes and self-efficacy). Based on these results, the environment-oriented problem-based learning model has very good qualifications, so it is feasible to be applied in the social studies learning process for fifth-grade elementary school students.

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“…Realistic Mathematics Approach (PMR) is a learning approach for students by learning directly with the surrounding environment (Bunga et al, 2016). Realistic Mathematics Approach (PMR) is learning by conveying direct experience (Rajagukguk & Hazrati, 2021). Realistic Mathematics Approach aims to make learning more interesting by introducing learning to this subject through problems related to which problems exist in the knowledge of students.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Realistic Mathematics Approach on Mathematics Learning Outcomes of Junior High School 6 Pekanbaru

Wahyuni

Kusumah

Pertiwi³

2021

Cendekia

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The purpose of this study was to determine the effect of Realistic Mathematics Approach on the learning outcomes of seventh grade students of Junior High School 6 Pekanbaru with quasi-experimental. There are two classes that will be sampled, namely the experimental and control classes with purposive sampling as a data collection technique. The data collection method used is a test with descriptive and inferential statistical data analysis techniques. Descriptive statistical analysis technique was used to describe the power obtained from the measurement results of the dependent variable, namely learning outcomes, inferential statistical analysis techniques were used to analyze sample data (pre-test and post-test). The results of descriptive statistical analysis showed that the average pre-test for the experimental and control classes were 50.10 and 54.31, while the post-test averages for the experimental and control classes were 76.79 and 68.13. In this study, the data were normally distributed, with a homogeneity value of 0.752 and when tested t the result was 0.002 < 0.05, so it can be concluded that there is an effect of realistic mathematics approach on student learning outcomes.The purpose of this study was to determine the effect of Realistic Mathematics Approach on the learning outcomes of seventh grade students of Junior High School 6 Pekanbaru with quasi-experimental. There are two classes that will be sampled, namely the experimental and control classes with purposive sampling as a data collection technique. The data collection method used is a test with descriptive and inferential statistical data analysis techniques. Descriptive statistical analysis technique was used to describe the power obtained from the measurement results of the dependent variable, namely learning outcomes, inferential statistical analysis techniques were used to analyze sample data (pre-test and post-test). The results of descriptive statistical analysis showed that the average pre-test for the experimental and control classes were 50.10 and 54.31, while the post-test averages for the experimental and control classes were 76.79 and 68.13. In this study, the data were normally distributed, with a homogeneity value of 0.752 and when tested t the result was 0.002 < 0.05, so it can be concluded that there is an effect of realistic mathematics approach on student learning outcomes.

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Analisis Self-Efficacy Siswa dalam Penelitian Pembelajaran Matematika dengan Pendekatan Matematika Realistik dan Inkuiri

Cited by 4 publications

References 8 publications

Students’ Mathematical Literacy Ability in Terms of Self Efficacy Through Problem Based Learning with PMRI Approach

Students’ Mathematical Literacy Ability in Terms of Self Efficacy Through Problem Based Learning with PMRI Approach

Environmental Oriented Problem-Based Learning (PBL) Improves Learning Outcomes and Self-Efficacy of Students In Social Studies In Fifth-Grade Elementary Schools

The Effect of Realistic Mathematics Approach on Mathematics Learning Outcomes of Junior High School 6 Pekanbaru

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