Perbedaan Kemampuan Pemecahan Masalah Matematis dan Self-Confidence Siswa antara Model TPS dan PBL

Alpia Nadia Lesi (Institut Pendidikan Indonesia)
Reni Nuraeni (Institut Pendidikan Indonesia)

Plusminus: Jurnal Pendidikan Matematika
Vol 1, No 2 (2021)

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemecahan masalah matematis. Terdapat aspek penting lain juga yaitu self-confidence (kepercayaan diri), menjadi salah satu sikap yang mendapatkan perhatian.Model pembelajaran yang diduga dapat digunakan untuk meningkatkan kemampuan pemecahan masalah matematis dan Self-cofidence pada siswa adalah model pembelajaran kooperatif tipe Think Pair Share dan Problem Based Learning. Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan pemecahan masalah matematis dan self-confidence antara siswa yang mendapatkan model TPSdan PBL. Metode penelitiannya adalah kuasi eksperimen dengan populasi seluruh siswa kelas X MAN 2 Garut. Sampel penelitian sebanyak dua kelas yaitu kelas X MIA-1 sebanyak 29 siswa dan kelas  X MIA-3 sebanyak 31 siswa.Instrumen penelitian berupa tes uraian kemampuan pemecahan masalahdan angket self-confidence.Hasil analisis menunjukkan bahwa tidak terdapat perbedaan pencapaian dan peningkatan kemampuan pemecahan masalah matematis antara siswa yang mendapatkan model TPS danPBL. Interpretasiself-confidencesiswa model TPS dan PBL berada pada kategori cukup. This research is motivated by the low ability to solve mathematical problems. There is also another important aspect, namely self-confidence, which is one of the attitudes that get attention. The learning model that is supposed to be used to improve students' mathematical problem-solving skills and self-confidence is the Think Pair Share and Problem Based Learning cooperative learning model. This study aims to determine the differences in mathematical problem-solving abilities and self-confidence between students who received the TPS and PBL models. The research method is quasi-experimental with the entire population of class X MAN 2 Garut. The research sample consisted of two classes, namely class X MIA-1 as many as 29 students and class X MIA-3 as many as 31 students. The research instrument is a description of the problem-solving ability test and a self-confidence questionnaire. The results of the analysis showed that there was no difference in the achievement and improvement of mathematical problem-solving abilities between students who received the TPS and PBL models. The students' self-confidence interpretation of the TPS and PBL models is in the sufficient category.