Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran matematika dengan menggunakan model pembelajaran berbasis proyek dan model pembelajaran berbasis masalah, dan perbandingan keefektifan pembelajaran berbasis proyek dengan pembelajaran berbasis masalah ditinjau dari sikap percaya diri, pencapaian belajar matematika, dan keterampilan pemecahan masalah. Penelitian ini adalah penelitian eksperimen semu dengan desain kelompok pretes-postes beracak. Populasi penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 9 Yogyakarta. Sampel penelitian sebanyak dua kelas yang dipilih secara acak. Data hasi penelitian dianalisis dengan MANOVA, dan untuk mengetahui keefektifan pembelajaran berbasis proyek dan pembelajaran berbasis masalah menggunakan uji one sample t-test. Hasil penelitian menunjukkan bahwa model pembelajaran berbasis proyek efektif ditinjau dari sikap percaya diri dan keterampilan pemecahan masalah namun tidak efektif ditinjau dari pencapaian belajar matematika; model pembelajaran berbasis masalah efektif ditinjau dari sikap percaya diri, pencapaian belajar matematika, dan keterampilan pemecahan masalah; dan pembelajaran berbasis masalah lebih efektif dari pembelajaran berbasis proyek ditinjau dari pencapaian belajar matematika. The comparison of effectiveness of project-based learning and problem-based learning in terms of achievement of student’s learning objectives AbstractThis study aims to describe: the effectiveness of teaching mathematics using project-based learning and problem-based learning; and the comparison in the effectiveness between project-based learning and problem-based learning in terms of the attitude of confidence, achievement of learning mathematics, and problem solving skills. This study is a quasi-experimental study employing the pretest-posttest nonequivalent group design. The research population comprised all year VIII students of SMPN 9 Yogyakarta. The sample consisted of two classes that were randomly established. The data were analysed by means of MANOVA, and to test the effectiveness of project-based learning and problem-based learning using one sample t-test. The result of this study shows that: project-based learning is effective in terms of the attitude of confidence and problem solving skills but not effective in learning based on achievement of learning mathematics; problem-based learning is effective in terms of the attitude of confidence, achievement of learning mathematics, and problem solving skills; and problem-based learning more effective than project-based learning based on achievement of learning mathematics.

This study aims to describe student self-confidence change by applying the Guided Discovery Learning (GDL) model in the solid geometry course. This type of research is quantitative descriptive. The subject of this study was one class of the Mathematics Education Study Program at one university in Yogyakarta, Indonesia. The subject was one clash which randomly selected, consisting of 58 students. The instruments used in this study were self-confidence questionnaires, learning achievement tests, and critical thinking skills tests. All of these instruments were used in pretest and post-test. The results show that by applying the GDL model in the solid geometry course, the self-confidence of 60.34% of students is increased, 0,34% of self-confidence remained, and 29.32% of self-confidence did not reach the minimum completeness criteria and even tended to decrease. Based on the analysis of the results of learning achievement tests and critical thinking skills on the material about solid geometry, it can be seen that students whose self-confidence increases and remains after the application of GDL are students who have high test scores. Meanwhile, students whose self-confidence decreased after implementing the GDL were students who had low test scores. It shows that the GDL is more suitable for students with moderate or high intelligence and less suitable for students with less intelligence. Self-confidence is identical to the indicator of the growth mindset. So, the level of self-confidence takes part in a person's growth mindset, where the growth mindset affects a person's success at various things in life.

This study aimed to describe the effectiveness of Problem-Based Learning in terms of learning achievement, problemsolving, and student confidence in the Statistics course. The stages of the problem-based learning model are (1) finding the problem; (2) building a work structure; (3) defining the problem; (4) collecting various information; (5) formulating solutions; and ( 6) evaluation. This study is a quasi-experimental research. The subjects in this study were 34 students of the Mathematics Education Study Program at Cenderawasih University. The instruments used in this study consisted of learning achievement test instruments, problem-solving ability tests, self-confidence questionnaires, and learning implementation observation sheets. Descriptive analysis and statistical analysis are data analysis techniques used in this study. Statistical analysis using the z proportion test at a significant level of 95%. The results showed that problem-based learning was effective in learning achievement, problem-solving skills, and selfconfidence.

Collapsing Likert scale length on attitudinal measurement toward learning and instruction can be an option by physics education researchers (PER) while interpreting categorical responses from participants. Psychometric evaluation of the different scale length, however, has inconclusive results to date. Item response theory (IRT) offers advanced information at the item level that has been approached in this simulation study to explore psychometric properties of five different Likert scale lengths. The total of 1000 artificial data were generated within five scale variations based on the underlying marginal distribution and inter item correlation matrix. Three parameters (item parameters, global fit indices, and test information functions (TIFs)) from Graded Response Model (GRM) were calculated to compare psychometric behaviors of the observed Likert scale length. Our findings demonstrated the discrimination indices among the five scale lengths remain constant. Global fit indices have no distinguishable information to differentiate the varying points. Based on item endorsement and TIFs, our simulation results confirmed previous works that more information will be raised by the greater number of Likert scale points. The implication intended by this study should provide a key recommendation for a case from attitudinal measurement on the PER community or even beyond the psychometric field.

Penelitian ini adalah penelitian eksperimen yang bertujuan untuk mengetahui perbedaan yang signifikan antara Model Pembelajaran Kooperatif tipe NHT dan tipe Jigsaw ditinjau dari hasil belajar peserta didik pada materi luas permukaan serta volume kubus dan balok. Populasi dalam penelitian ini adalah seluruh peserta didik kelas VIII SMP Negeri 4 Jayapura yang berjumlah 184 orang dan terbagi dalam 6 kelas. Pengambilan sampel pada penelitian ini menggunakan teknik purposive sampling, dengan jumlah sampel sebanyak 60 orang yang terdiri dari dua kelas, yaitu kelas VIII C dengan jumlah peserta didik sebanyak 30 orang dan VIII F dengan jumlah peserta didik sebanyak 30 orang. Desain yang digunakan dalam penelitian adalah pretest-posttest nonequivalen group design. Analisis yang digunakan untuk menghitung hipotesis adalah uji Mann-Whitney dengan menggunakan aplikasi SPSS. Hasil analisis pretest dengan uji Mann-Whitney diperoleh nilai signifikasi sebesar 0,224. Oleh karena nilai signifikan tersebut lebih besar dari taraf signifikan 0,05, maka disimpulkan bahwa hipotesisi  diterima. Pada hasil analisis posttest dengan uji Mann-Whitney diperoleh nilai signifikasi sebesar 0,242. Oleh karena nilai signifikaan tersebut lebih besar dari taraf signifikan 0,05, maka disimpulkan bahwa hipotesis  diterima. Dengan demikian dapat disimpulkan bahwa tidak ada perbedaan yang signifikan antara hasil belajar peserta didik yang diajar dengan menggunakan Model Pembelajaran Kooperatif tipe NHT dan tipe Jigsaw pada materi luas permukaan serta volume kubus dan balok di kelas VIII SMP Negeri 4 Jayapura.