Penelitian ini bertujuan untuk menganalisis dan mengetahui: (1) tingkat kemampuan pemecahan masalah matematis siswa setelah pembelajaran problem-based learning, (2) kesalahan yang dilakukan siswa dalam menyelesaikan soal pemecahan masalah matematis setelah pembelajaran problem-based learning, (3) self-efficacay siswa pada pembelajaran problem-based learning. Adapun hasil penelitian sebagai berikut: (1) Kategori penilaian siswa berdasarkan tingkat kemampuan pemecahan masalah matematis dari tertinggi ke terendah secara berurutan: kemampuan tinggi 8 orang, sedang 20 orang, dan rendah 10 orang. (2) Kesalahan yang dilakukan siswa dalam menyelesaikan soal pemecahan masalah adalah siswa berkemampuan tinggi 1 orang melakukan kesalahan pada tahap melaksanakan rencana dan 3 orang salah pada tahap memeriksa kembali. Siswa berkemampuan sedang melakukan kesalahan pada tahap membuat rencana sebesar 7 orang, pada tahap melaksanakan rencana 11 orang dan tahap memeriksa kembali sebesar 20 orang. Siswa berkemampuan rendah melakukan kesalahan pada tahap membuat rencana sebesar 10 orang, pada tahap melaksanakan rencana 10 orang dan tahap memeriksa kembali sebesar 10 orang. (3) Self-efficacy siswa berdasarkan dimensi Magnitude dengan tingkat self-efficacy sangat tinggi sebanyak 1 orang, tingkat tinggi sebanyak 2 orang, tingkat sedang sebanyak 5 orang dan tingkat rendah seanyak 5 orang. Dimensi Streanght dengan tingkat self-efficacy tinggi sebanyak 3 orang, tingkat sedang sebanyak 8 orang, dan tingkat rendah sebanyak 6 orang. Dimensi Generality dengan tingkat self-efficacy sangat tinggi sebanyak 2 orang, tingkat tinggi sebanyak 2 orang, tingkat sedang sebanyak 3orang, dan tingkat rendah sebanyak 1 orang.
This study aims to analyze: (1) The level of students' mathematical problem-solving ability, (2) Mistakes made by students in solving mathematical problem-solving problems. This type of research is qualitative research. The subjects of this study were students of class VII-A at Tunas Baru Jin Seung Middle School, Batam City. The results showed that: (1) High-ability students were able to carry out the stages of understanding the problem, devise a plan, carry out a plan and look back. Moderate-ability students are being able to carry out the stages of understanding the problem, devising a plan, and carry out a plan. While low-ability students can carry out the stage of understanding the problem. (2) Students can understand the problem by writing down what is known and asked, but unable to explain in their sentences. Students are not able to devise a plan because of the inability to associate information with one another. Students are not able to carry out a plan, this is due to the inability of students to make plans so they do not understand how to solve problems and calculation errors occur in the completion process. Students are not able to look back obtained and give their arguments.
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