IBL-CRIG, Self-Efficacy, and Mathematical Problem Solving in Islamic Higher Education

Hamdan Sugilar (Universitas Pendidikan Indonesia, West Java, Indonesia)
Siti Fatimah (Universitas Pendidikan Indonesia, West Java, Indonesia)
Jarnawi Afgani Dahlan (Universitas Pendidikan Indonesia, West Java, Indonesia)
Kusnandi Kusnandi (Universitas Pendidikan Indonesia, West Java, Indonesia)

Jurnal Pendidikan Islam
ARTICLE IN PRESS

This study aims to examine the effect of the Inquiry-Based Learning (IBL) model, specifically the CRIG framework, on the Mathematical Problem-Solving Ability (MPSA) of mathematics education students at an Islamic higher education institution in Bandung, with consideration for their self-efficacy (SE) levels. Employing a quasi-experimental design with 56 students, the sample was divided into an IBL-CRIG framework group and a Direct Instruction (DI) group. Data were collected using valid and reliable instruments for MPSA and SE, and subsequently analyzed through two-way ANOVA and descriptive statistics. The results indicate that the IBL-CRIG framework model is more effective in enhancing overall MPSA, yielding an average score of 39.54 compared to 31.43 for the DI model. Significant differences in MPSA achievement were observed based on both the instructional model and SE levels (low, medium, and high); however, no significant interaction was found between the instructional model and SE levels. Regarding SE, students in both groups fell within the medium-to-high range, with the IBL-CRIG group showing strengths in mental effort and support indicators, while the DI group excelled in focus and reward indicators. The integration of problem-solving methods with Islamic spiritual values fosters contextual solutions that are technically effective, ethical, and sustainable. Consequently, the IBL-CRIG framework serves as an effective primary instructional approach for optimally enhancing students’ mathematical problem-solving abilities across all levels of self-efficacy.