Keefektifan pendekatan problem solving dengan setting STAD dan TAI ditinjau dari prestasi dan self-confidence

Martyanti, Adhetia

doi:10.21831/jrpm.v3i1.9825

Cited by 10 publications

(13 citation statements)

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“…In the experiment class, MMP learning was combined with a problem-solving approach. Another study by Martyanti (2016) showed that cooperative learning (problem-solving learning) was effective in increasing students' selfconfidence in learning mathematics. It is known that self-confidence is part of self-efficacy.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Another study by Sulak (2010) showed that problem-solving was significantly successful in improving students' ability to make drawings, diagrams, or tables, make mathematical statements, identify patterns, make the list of strategies, use logical reasoning, and check strategic. Meanwhile, Martyanti (2016) showed that learning with a problem-solving approach was effective in increasing students' self-confidence. The results of this study indicate that learning with a problem-solving approach will also have a positive effect on self-efficacy because selfconfidence and self-efficacy are related.…”

Section: A Introductionmentioning

confidence: 99%

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Improving students’ mathematical reasoning and self-efficacy through Missouri mathematics project and problem-solving

Aprisal

Abadi

2018

BetaJTM

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[English]: This article aims to elucidate the effectiveness of Missouri mathematics project-problem solving learning (MMP-PS) toward mathematical reasoning ability and self-efficacy. We conducted quasi experiment research which involve 132 lower secondary school students (age 14-15 years old) as population. Of the population, 25 students respectively in two classes were selected randomly as experiment class and control class. The experiment class was taught using MMP-PS and a control class was taught using MMP (Missouri mathematics project learning). To examine the effectiveness of MMP-PS and MMP toward mathematics reasoning ability and self-efficacy, data were analyzed using one sample t-test. The difference of students’ mathematical reasoning and self-efficacy before and after the treatment was analyzed using Manova. The comparison of effectiveness of MMP-PS and MMP were analyzed through t-Benferroni test. This article shows that MMP-PS is effective on mathematical reasoning ability and self-efficacy. Meanwhile, MMP is effective on mathematical reasoning ability. The MMP-PS was better than MMP on students’ self-efficacy. Thus, MMP-PS could be utilized in mathematics learning to support students’ mathematical reasoning ability and self-efficacy. Keywords: Missouri mathematics project, Problem solving, Mathematical reasoning, self-efficacy [Bahasa]: Artikel ini bertujuan untuk mendeskripsikan keefektifan pembelajaran missouri mathematics projectdengan pendekatan problem solving(MMP-PS) terhadap kemampuan penalaran matematika dan self-efficacy. Penelitian kuasi eksperimen dilaksanakan dengan melibatkan 132 siswa SMP (kisaran umur 14-15 tahun) sebagai populasi. Dipilih secara acak dua kelas yang terdiri dari masing-masing 25 siswa sebagai kelas eksperimen dan kelas kontrol. Kelas eksperimen diajar dengan menggunakan pembelajaran Missouri mathematics projectdengan pendekatan problem solvingdan kelas kontrol diajar dengan pembelajaran missouri mathematics project(MMP). Data penelitian dianalisis melalui uji satu sampel untuk mengukur keefektifan MMP-PS dan MMP terhadap kemampuan penalaran matematika dan self-efficacy. Perbedaan kemampuan penalaran matematika dan self-efficacysiswa sebelum dan sesudah pembelajaran dianalisis menggunakan uji Manova. Perbandingan keunggulan antara MMP-PS dan MMP menggunakan uji t-Benferroni. Hasil penelitian menunjukkan bahwa MMP-PS efektif ditinjau dari kemampuan penalaran matematika danself-efficacy. Sementara itu, pembelajaran MMP efektif ditinjau kemampuan penalaran matematika. Pembelajaran MMP-PS lebih unggul dari pembelajaran MMP ditinjau dari self-efficacysiswa. Jadi, MMP-PS bisa digunakan dalam pembelajaran matematika untuk mendukung kemampuan penalaran matematika dan self-efficacy. Kata kunci: Missouri mathematics project, Penalaran matematika, Self-efficacy, Pemecahan masalah NB: PDF version of this article will be available in maximum two weeks after this publication

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Section: Findings and Discussionmentioning

confidence: 99%

Section: A Introductionmentioning

confidence: 99%

Improving students’ mathematical reasoning and self-efficacy through Missouri mathematics project and problem-solving

Aprisal

Abadi

2018

BetaJTM

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“…Kompetensi yang dituntut oleh kurikulum 2013 terletak pada Kompetensi Inti (KI) yang sudah dituliskan dalam peraturan menteri. Kompetensi inti bukan untuk diajarkan, melainkan kompetensi inti untuk dibentuk melalui proses pembelajaran yang relevan [3] . Setiap mata pelajaran harus sesuai pada kompetensi inti yang telah dirumuskan, atau dapat diartikan bahwa semua cakupan mata pelajaran harus bisa bekerjasama dalam pembentukan kompetensi inti [4] .…”

Section: Pendahuluanunclassified

Analisis Kurikulum 2013 pada Kompetensi Inti 3 Kelas XII SMA Berdasarkan Dimensi Proses Kognitif dan Pengetahuan

Ritonga

Yusmaita

2019

Edukimia

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This study aims to analyze the Core Competency 3 of Curriculum 2013 12th Grade Senior High School (SMA), which are described based on Bloom’s taxonomic cognitive process dimensions and knowledge into several components. Core Competency 3 Analysis is carried out to assist the process of compiling and matching the types of cognitive and knowledge that students must possess to achieve graduate competency. This research method is descriptive qualitative with literature study data collection techniques. After the data is collected, analysis of core competency 3 is carried out to see its suitability with Bloom’s taxonomy revision based on cognitive and knowledge process dimensions. The results obtained in the form of KI-3 analysis components became 56 components, each component producing 14 components cognitive process dimension and 4 components knowledge dimension.

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“…Self-confidence merupakan percaya terhadap kemampuan sendiri dalam menyelesaikan tindakan sesuai dengan tuntutan tugas (Bandura, 1994;Hendriana, 2014;Martyanti, 2016).…”

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“…Siswa mengembangkan rasa percaya diri sebagai pembelajar matematika, sehingga mereka harus menggunakan komunikasi untuk menghasilkan dan berbagi ide (Smieskova, 2017). Melalui circle problem tersebut, siswa dapat memperoleh kemampuan termasuk rasa percaya diri dalam menghadapi situasi yang baru ditemuinya (Martyanti, 2016).…”

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Kemampuan Komunikasi Matematis dalam Menyelesaikan Circle Problem Berdasarkan Self-Confidence Siswa SMP

Murtafiah

Setyansah

Nurcahyani

2021

jel

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As part of 21st-century skills, communication is an essential skill for students. Students' mathematical communication tends to below, one of which is influenced by students' self-confidence. For this reason, the purpose of this study is to describe the mathematical communication skills in solving circle problems based on students' self-confidence. Determining the subject using purposive sampling technique, namely from 36 students of class VIII SMP in Madiun, East Java, Indonesia, obtained two subjects with high self-confidence (SCT) and one subject with low self-confidence (SCR). A qualitative descriptive approach was used in this study. Tests and interviews were used as data collection techniques. Data were analyzed through reduction, presentation, and concluding. The results of this study include: SCT is capable while SCR is less able to meet the indicators of mathematical communication skills both in writing and orally at the stages of understanding problems, implementing plans, and checking back; and SCT can meet mathematical communication indicators both written and oral, while SCR is less able to meet written mathematical communication indicators but can verbally at the stage of planning completion. The level of self-confidence of students differentiates their mathematical communication skills in solving problems. Thus, a teacher needs to design an appropriate question to train students' mathematical communication skills with low self-confidence.

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Keefektifan pendekatan problem solving dengan setting STAD dan TAI ditinjau dari prestasi dan self-confidence

Cited by 10 publications

References 1 publication

Improving students’ mathematical reasoning and self-efficacy through Missouri mathematics project and problem-solving

Improving students’ mathematical reasoning and self-efficacy through Missouri mathematics project and problem-solving

Analisis Kurikulum 2013 pada Kompetensi Inti 3 Kelas XII SMA Berdasarkan Dimensi Proses Kognitif dan Pengetahuan

Kemampuan Komunikasi Matematis dalam Menyelesaikan Circle Problem Berdasarkan Self-Confidence Siswa SMP

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