PENGARUH MODEL PEMBELAJARAN DAN EFIKASI DIRI TERHADAP KETERAMPILAN PEMECAHAN MASALAH MATEMATIKA

Abstract

The goal of mathematics learning within the context of the independent curriculum is to facilitate the understanding of mathematical concepts and the ability to apply them in everyday life situations, as well as to solve various mathematical problems encountered. Problem-solving is crucial because it is part of the limitations in the mathematics learning process. The most influential factor in problem-solving is self-efficacy (Subaidi, 2016). In addition to self-efficacy, a learning model is also needed that allows students to improve their problem-solving skills. The solutions the author offers are the Numbered Heads Together (NHT) and Everyone is a Teacher Here (EITH) learning models. The purpose of this study is to investigate the impact of learning models on problem-solving skills, the effect of self-efficacy on mathematical problem-solving skills, and the interaction between the two. This type of research is quantitative research with a quasi-experimental design with a 2-factorial design. The research sample was 100, with a proportionate stratified random sampling technique. The instruments for data collection in this study were self-efficacy questionnaires and mathematical problem-solving essay tests. The research results conclude that there is a significant influence of the learning model on mathematical problem-solving skills, with a Sig. Value = 0.000 <0.05 and Fcount = 28.476. There is a significant influence of self-efficacy on mathematical problem-solving skills, with a Sig. Value = 0.000 <0.05 and Fcount = 185.142, and there is a significant interactive influence of the learning model and self-efficacy on mathematical problem solving skills with a Sig. Value = 0.032 <0.05 and Fcount = 4.749.