Meningkatkan Self-Efficacy Matematika Siswa Melalui Pembelajaran Berbasis Masalah

  • Fandy Puspita Negara Universitas Islam Malang
  • Zainal Abidin Universitas Islam Malang
  • Surya Sari Faradiba Universitas Islam Malang http://orcid.org/0000-0002-3055-6240
Keywords: Penelitian Tindakan Kelas, Matematika, Self-Efficacy, Pembelajaran Berbasis Masalah

Abstract

Pembelajaran matematika dipengaruhi faktor afektif yang sangat penting bagi siswa, salah satu faktor tersebut adalah self-efficacy. Siswa dituntut untuk memiliki self-efficacy matematika yang tinggi. Dengan ini diharapkan mampu mendukung keberhasilan pembelajaran matematika. Adanya fakta-fakta yang menunjukkan rendahnya self-efficacy dalam pembelajaran matematika, sehingga mendorong peneliti untuk meningkatkan self-efficacy dengan melakukan peningkatan proses dalam pembelajaran matematika. Upaya konkrit yang bisa diterapkan adalah dengan mengimplementasikan pendekatan Pembelajaran Berbasis Masalah (PBM).   Penelitian yang dilakukan tergolong Penelitian Tindakan Kelas (PTK) dengan menerapkan pendekatan Pembelajaran Berbasis Masalah (PBM) untuk meningkatkan tingkat self-efficacy matematika yang dimiliki siswa. Dalam pelaksanaannya, Penelitian Tindakan Kelas (PTK) dilakukan dalam dua siklus. Pada setiap siklusnya terdiri dari perencanaan, tindakan, pengamatan, dan refleksi. Dalam penelitian ini, ditemukan bahwa pendekatan Pembelajaran Berbasis Masalah (PBM) dapat meningkatkan self-efficacy matematika siswa. Pada akhir siklus pertama, self-efficacy matematika siswa ternyata masih dalam kategori menengah (sedang) dan pada akhir siklus kedua menunjukkan peningkatan self-efficacy matematika siswa pada kategori tinggi.

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Published
2023-02-06
How to Cite
Negara, F., Abidin, Z., & Faradiba, S. (2023). Meningkatkan Self-Efficacy Matematika Siswa Melalui Pembelajaran Berbasis Masalah. Jurnal Cendekia : Jurnal Pendidikan Matematika, 7(1), 455-466. https://doi.org/10.31004/cendekia.v7i1.1943
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