<![CDATA[Pembelajaran matematika di perguruan tinggi menuntut mahasiswa tidak hanya menguasai konsep matematis, tetapi juga memiliki self-efficacy dan kemampuan berpikir kritis yang memadai dalam menghadapi permasalahan kompleks. Penelitian ini bertujuan menganalisis efektivitas pembelajaran berbasis Science, Technology, Engineering, and Mathematics (STEM) terhadap self-efficacy dan kemampuan berpikir kritis mahasiswa pendidikan matematika. Penelitian menggunakan desain eksperimen semu nonequivalent pretest-posttest control group. Subjek penelitian terdiri atas 60 mahasiswa semester V Program Studi Tadris Matematika yang menempuh mata kuliah Matematika Ekonomi Syariah dan dipilih melalui purposive sampling, dengan masing-masing 30 mahasiswa pada kelompok eksperimen dan kelompok kontrol. Instrumen penelitian berupa angket self-efficacy 10 butir dan tes uraian kemampuan berpikir kritis 5 butir yang telah melalui pengujian validitas dan reliabilitas. Data dianalisis menggunakan ANCOVA dengan skor pretest sebagai kovariat serta MANOVA sebagai analisis komplementer. Hasil ANCOVA menunjukkan bahwa setelah skor awal dikendalikan, terdapat perbedaan skor posttest self-efficacy yang signifikan antara kelompok STEM dan kelompok kontrol, F(1, 57) = 6,599, p = 0,013, partial η² = 0,104, serta perbedaan kemampuan berpikir kritis yang signifikan, F(1, 57) = 13,873, p < 0,001, partial η² = 0,196. Sementara itu, MANOVA terhadap kedua skor posttest secara simultan belum menunjukkan perbedaan multivariat yang signifikan, Pillai’s Trace = 0,0757, F(2, 57) = 2,3335, p = 0,1062. Temuan ini menunjukkan bahwa pembelajaran berbasis STEM memberikan hasil yang lebih baik pada masing-masing luaran setelah perbedaan kemampuan awal dikendalikan, meskipun perbedaan kedua luaran secara simultan pada skor posttest belum mencapai signifikansi statistik. Mathematics education at the university level requires students not only to master mathematical concepts but also to develop adequate self-efficacy and critical thinking skills to address complex problems. This study aimed to examine the effectiveness of Science, Technology, Engineering, and Mathematics (STEM)-based learning in enhancing the self-efficacy and critical thinking skills of mathematics education students. A quasi-experimental nonequivalent pretest-posttest control group design was employed. The participants were 60 fifth-semester students enrolled in the Mathematics Education Study Program and taking the Islamic Economic Mathematics course. They were selected through purposive sampling, with 30 students assigned to the experimental group and 30 to the control group. The research instruments consisted of a 10-item self-efficacy questionnaire and a five-item essay test of critical thinking, both of which had undergone validity and reliability testing. Data were analyzed using ANCOVA with pretest scores as covariates, complemented by MANOVA as an additional multivariate analysis. The ANCOVA results showed that, after controlling for baseline scores, there was a significant difference in posttest self-efficacy between the STEM and control groups, F(1, 57) = 6.599, p = .013, partial η² = .104, as well as a significant difference in critical thinking skills, F(1, 57) = 13.873, p < .001, partial η² = .196. However, the MANOVA of the two posttest outcomes simultaneously did not reveal a statistically significant multivariate difference, Pillai’s Trace = .0757, F(2, 57) = 2.3335, p = .1062. These findings indicate that STEM-based learning yielded better outcomes for each variable after baseline differences were controlled, although the simultaneous multivariate difference between the two posttest outcomes did not reach statistical significance.]]>
