Pengaruh Pendekatan MEAs terhadap Kemampuan Pemecahan Masalah, Komunikasi Matematis, dan Kepercayaan Diri Siswa

Palupi Sri Wijayanti

doi:10.21831/pg.v8i2.8948

Pengaruh Pendekatan MEAs terhadap Kemampuan Pemecahan Masalah, Komunikasi Matematis, dan Kepercayaan Diri Siswa

Palupi Sri Wijayanti, MAU Al Imdad Bantul Yogyakarta, Indonesia

10.21831/pg.v8i2.8948

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pengaruh: (1) peringkat sekolah terhadap kemampuan pemecahan masalah siswa, komunikasi matematis, dan kepercayaan diri siswa; (2) pendekatan pembelajaran terhadap kemampuan pemecahan masalah siswa, komunikasi matematis, dan kepercayaan diri siswa; (3) interaksi peringkat sekolah dan pendekatan pembelajaran terhadap kemampuan pemecahan masalah siswa, komunikasi matematis, dan kepercayaan diri siswa. Hasil penelitian menunjukkan bahwa sebagai berikut. (1) Peringkat sekolah tidak mempengaruhi kemampuan pemecahan masalah, komunikasi matematis, dan kepercayaan diri siswa. (2) Pendekatan pembelajaran berpengaruh terhadap kemampuan pemecahan masalah, komunikasi matematis, dan kepercayaan diri siswa. (3) Interaksi peringkat sekolah dan pendekatan Pembelajaran tidak berpengaruh terhadap kemampuan pemecahan masalah, komunikasi matematis, dan kepercayaan diri siswa. (4) Pendekatan pembelajaran dengan MEAs lebih unggul dibandingkan dengan pendekatan tradisional ditinjau dari kemampuan pemecahan masalah siswa.

Kata Kunci: Model-eliciting Activities, MEAs, pemecahan masalah, kepercayaan diri

The Effects of the Instructional Approach of MEAs on the Students’ Problem Solving Skill, Mathematics Communication, and Self-Confidence

Abstract

The study aims at describing the effects of: 1) school rank on the students’ problem solving skill, mathematics communication, and self-confidence. 2) instructional approach on the students’ problem solving skill, mathematics communication, and self-confidence. 3)interaction of school rank and instructional approach on the students’ problem solving skill, mathematics communication, and self-confidence. The result of the study shows the following. 1) The School rank not affects the problem solving skill, mathematics communication, and self-confidence of the students. 2) The instructional approach affects the problem solving skill, mathematics communication, and self-confidence of the students. 3) The interaction of the school rank and the instructional approach not affects the problem solving skill, mathematics communication, and self-confidence of the students. 4) The instructional approach of MEAs more excellent than the instructional approach of taditional on the students’ problem solving skill.

Keywords: Model-eliciting Activities, MEAs, problem solving, self-confidence.

Keywords

Model-eliciting Activities; MEAs; problem solving; self-confidence

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DOI: https://doi.org/10.21831/pg.v8i2.8948