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All Journal Jurnal Infinity AKSIOMA: Jurnal Program Studi Pendidikan Matematika AlphaMath: Journal of Mathematics Education Jurnal Elemen Eduma : Mathematics Education Learning and Teaching Al-Jabar : Jurnal Pendidikan Matematika Union: Jurnal Ilmiah Pendidikan Matematika JTAM (Jurnal Teori dan Aplikasi Matematika) Jurnal Pendidikan Matematika (Kudus) International Journal on Emerging Mathematics Education Malikussaleh Journal of Mathematics Learning (MJML) SJME (Supremum Journal of Mathematics Education) Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Didactical Mathematics Jurnal Educatio FKIP UNMA Range : Jurnal Pendidikan Matematika BERNAS: Jurnal Pengabdian Kepada Masyarakat Pasundan International of Community Services Journal (PICS-J) Jurnal Dharma Bhakti Ekuitas Journal of Advanced Sciences and Mathematics Education International Journal of Educational Innovation and Research Edukasiana: Jurnal Inovasi Pendidikan Journal of Innovation and Research in Primary Education Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Indonesian Journal of Islamic Education Journal of Education For Sustainable Innovation JRAMathEdu (Journal of Research and Advances in Mathematics Education) SANISKALA: Jurnal Pengabdian Masyarakat Profesi Pendidikan Dasar Jurnal Infinity Journal of Multidisciplinary Research and Development SJME (Supremum Journal of Mathematics Education) Papanda Journal of Community Service Jurnal Didaktik Matematika
Mohamad Gilar Jatisunda
Department Of Mathematics Education, Universitas Majalengka
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Problem-Solving Ability and Self-Efficacy: The Effect of Mathematics Instruction-Based Theory of Didactical Situation Jatisunda, Mohamad Gilar; Saefuloh, Nandang Arif; Utami, Wulan Putri
Jurnal Pendidikan Matematika Vol 8, No 1 (2025): Jurnal Pendidikan Matematika (Kudus)
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v8i1.30901

Abstract

This study investigates how Theory of Didactical Situations-based mathematics training affects problem-solving and self-efficacy. A quasi-experimental approach with pre- and post-tests and a control group was used in this study. The research sample comprised 58 students and was allocated into two groups: an experimental group, which received TDS intervention, and a control group, which received traditional explanatory learning. The two-way analysis of variance (ANOVA) results indicated a substantial interaction between the teaching methods employed in mathematics instruction, the early mathematical skills of the students (EMS), and the link between class and EMS. This interaction significantly improved students' capacity to solve arithmetic problems. Similarly, these characteristics have a notable impact on the degree of self-efficacy. The study emphasises the practical consequences of the necessity for teachers to consider students' cognitive abilities when planning mathematics instruction carefully. Additionally, it underscores the importance of designing learning environments that align with specific learning goals. This study further enhances the existing empirical evidence about the correlation between the learning environment, mathematical problem-solving abilities, and self-efficacy. Penelitian ini menguji efek dari pengajaran matematika berbasis Teori Situasi Didaktis terhadap kemampuan pemecahan masalah matematika dan efikasi diri. Penelitian ini menggunakan desain kuasi-eksperimental yang menampilkan kerangka kerja pre-test dan post-test, serta melibatkan kelompok kontrol. Sampel penelitian terdiri dari 58 siswa yang dialokasikan ke dalam dua kelompok: kelompok eksperimen, yang menerima intervensi TDS, dan kelompok kontrol, yang menerima pembelajaran eksplanatori tradisional. Hasil analisis varians (ANOVA) dua arah menunjukkan adanya interaksi yang substansial antara metode pengajaran yang digunakan dalam pembelajaran matematika, kemampuan awal matematika siswa (EMS), dan hubungan antara kelas dan EMS. Interaksi ini secara signifikan meningkatkan kemampuan siswa dalam memecahkan masalah aritmatika. Demikian pula, karakteristik ini memiliki dampak penting pada tingkat efikasi diri. Penelitian ini menekankan konsekuensi praktis yang muncul dari perlunya guru mempertimbangkan kemampuan kognitif siswa ketika merencanakan pengajaran matematika dengan hati-hati. Selain itu, penelitian ini juga menggarisbawahi pentingnya merancang lingkungan belajar yang selaras dengan tujuan pembelajaran yang spesifik. Penelitian ini semakin memperkuat bukti empiris yang ada tentang korelasi antara lingkungan belajar, kemampuan pemecahan masalah matematika, dan efikasi diri.
Co-Authors Abdur Rasyid Abdur Rasyid, Abdur Amelia, Rosa Anda Juanda Ansori, Yoyo Zakari Ansori, Yoyo Zakaria Arif Saefuloh, Nandang Azman, Mohamed Nor Azhari Dadang Sudirno Dede Salim Nahdi Dede Salim Nahdi Dede Trie Kurniawan Dela Rohimatunnisa Didi Suryadi Erik Santoso Febriana, Dea Sekar Ayu Fitriyani, Dea Hani Sri Mulyani Hartanto, Ahmad Iqbal Ida Nuraida Iik Nurhikmayati Iik Nurhikmayati, Iik Ipin Aripin Ira Nurlatifah Ismayanti, Syifa Jamilah Jamilah Julia, Rida Juraev, Davron Aslonqulovich Lita Lita Lita Lita Lita, Lita Maria Hidayanti MARIA HIDAYANTI, MARIA Moh Salimi Mubiar Agustin Nengsih, Rina Nia Kania Nunuy Ratnawulan Nur haeni, Puput Indriyani Nurhanifah Nurhanifah Nurudin Araniri Rahma Halipah Rahmatudin, Jajang Ramadhan, Dadan Ratna Hidayah Riepah, Ipah Rohimatunissa, Dela Rohimatunnisa, Dela Rosidah, Ani Saefuloh, Nandang Arif Santoso, Erik Silfi Audina Sudianto Sudianto Sudirno, Dadang Sufyani Prabawanto, Sufyani Suryaningsih, Yeni Syofiana, Mardiyah Teoh Sian Hoon Ujiati Cahayaningsih Ujiati Cahyaningsih Umbara, Uba Umbara, Uba Utami, Wulan Putri Vici Suciawati Wiguna, Siska Adi Wiranegara, Relifa Wulan Putri Utami Yanti Mulyanti, Yanti Yeni dwi Kurino