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All Journal Pedagogia : Jurnal Ilmiah Pendidikan Inovasi Kurikulum
Farisman Ziliwu
Universitas Negeri Yogyakarta
Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Mathematical Problem-Solving and Self-Efficacy in the Context of Algebraic Derivatives: A High School Study Farisman Ziliwu; Ali Mahmudi
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 17 No. 1 (2025)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v17i1.51

Abstract

The derivative of algebraic functions as a foundation for applications in mathematics, science, and engineering. Due to its complexity and contextual relevance, learning this topic demands not only strong problem-solving skills but also high levels of self-efficacy to support students’ confidence and persistence in mastering the material. Therefore, this study aims to analyze students’ mathematical problem-solving abilities and self-efficacy related to algebraic function derivatives. Conducted at a high school in Yogyakarta City, the study used a qualitative descriptive approach. Problem-solving was examined based on Polya’s steps: understanding the problem, devising a plan, carrying out the plan, and looking back. Self-efficacy was analyzed using Bandura’s dimensions: level, generality, and strength. The data was taken by self-efficacy questionnaire with Likert scale. The results elaborate students' problem-solving abilities in the topic of algebraic function derivatives fall into the good category. Students are also at a good level of self-efficacy. This study leads to the main conclusion that students’ problem-solving ability and self-efficacy in algebraic function derivatives are both categorized as good, and that there is a positive relationship between the two, indicating that higher self-efficacy corresponds to better problem-solving performance. These findings suggest that self-efficacy plays a significant role in supporting students’ success. Further research is recommended to explore this relationship more deeply, both qualitatively and quantitatively.
Enhancing problem-solving and critical thinking through contextual learning and TAI integration Farisman Ziliwu; Ali Mahmudi
Inovasi Kurikulum Vol. 22 No. 3 (2025): Inovasi Kurikulum, August 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v22i3.116

Abstract

Problem solving and critical thinking are essential skills in 21st-century mathematics education. The Team Assisted Individualization (TAI) model promotes both collaborative learning and individual responsibility, while contextual teaching links mathematical concepts to real life, making learning more meaningful. However, combining these two approaches has received limited attention, particularly in enhancing students’ problem-solving and critical thinking skills. This study aims to examine the enhancement of these skills through the implementation of the TAI model integrated with a contextual learning approach. A pre-experimental method with a one-group pretest-posttest design was employed. Participants were Grade XI students at a senior high school in Yogyakarta, focusing on the topic of algebraic derivatives. Data were collected using a test designed to assess problem-solving and critical thinking skills, before and after the intervention. Paired sample t-tests were used to analyze the score differences. The findings revealed a significant improvement in students’ problem-solving and critical thinking skills following the intervention. This suggests that combining TAI and contextual learning is effective in fostering mathematical thinking competencies. Further research is recommended to explore the roles of group collaboration and individual learning in supporting the development of key 21st-century skills.   Abstrak Kemampuan pemecahan masalah dan berpikir kritis merupakan keterampilan esensial dalam pembelajaran matematika abad ke 21. Model Team Assisted Individualization (TAI) diketahui dapat mendorong kolaborasi dalam kelompok sekaligus mendukung pembelajaran individu, sedangkan pendekatan kontekstual mengaitkan materi dengan situasi nyata untuk meningkatkan relevansi dan makna pembelajaran. Namun, integrasi keduanya masih jarang dikaji secara mendalam, khususnya dalam konteks pengembangan kemampuan pemecahan masalah dan berpikir kritis. Penelitian ini bertujuan untuk mengetahui peningkatan kedua kemampuan tersebut melalui penerapan model TAI yang terintegrasi dengan pendekatan pembelajaran kontekstual. Metode yang digunakan adalah pra eksperimen dengan desain satu kelompok pretest posttest. Subjek penelitian adalah siswa kelas XI di salah satu SMA di Yogyakarta dengan topik turunan fungsi aljabar. Instrumen yang digunakan berupa tes pemecahan masalah dan berpikir kritis yang diberikan sebelum dan sesudah perlakuan. Analisis data dilakukan dengan uji t berpasangan untuk mengetahui signifikansi perbedaan skor pretest dan posttest. Hasil menunjukkan peningkatan yang signifikan dalam kemampuan pemecahan masalah dan berpikir kritis siswa. Penelitian lanjutan disarankan untuk mengevaluasi kontribusi kerja sama kelompok dan peran individu dalam mendukung pencapaian keterampilan abad ke 21 secara lebih mendalam. Kata Kunci: kemampuan berpikir kritis; kemampuan pemecahan masalah; model pembelajaran kooperatif; pendekatan pembelajaran kontekstual; team-assisted individualization
Co-Authors Ali Mahmudi