PENGARUH MODEL BRAIN-BASED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DITINJAU DARI SELF-EFFICACY
DOI: https://doi.org/10.30605/pedagogy.v10i4.7576
brain-based learning, model ekspositori, pemecahan masalah matematis, self-efficacy
Abstract
Penelitian ini bertujuan menguji hipotesis mengenai pengaruh model Brain-Based Learning (BBL) dan model ekspositori terhadap kemampuan pemecahan masalah matematis ditinjau dari self-efficacy siswa. Secara khusus, penelitian ini menguji: (1) apakah terdapat perbedaan kemampuan pemecahan masalah matematis antara siswa yang dibelajarkan dengan model BBL dan ekspositori, (2) apakah terdapat perbedaan kemampuan pemecahan masalah matematis ditinjau dari self-efficacy tinggi, sedang, dan rendah, serta (3) apakah terdapat interaksi antara model pembelajaran dan self-efficacy terhadap kemampuan pemecahan masalah matematis. Metode yang digunakan adalah kuasi eksperimen dengan desain faktorial 2×3. Subjek penelitian terdiri atas satu kelas eksperimen yang memperoleh pembelajaran dengan model BBL dan satu kelas kontrol dengan model ekspositori, yang selanjutnya dikelompokkan berdasarkan kategori self-efficacy. Data dikumpulkan melalui tes uraian kemampuan pemecahan masalah matematis dan angket self-efficacy. Analisis data meliputi uji normalitas, homogenitas, uji-t independen, dan ANOVA dua jalur. Hasil penelitian menunjukkan bahwa rata-rata skor posttest kemampuan pemecahan masalah matematis siswa dengan model BBL secara signifikan lebih tinggi dibandingkan model ekspositori. Self-efficacy juga berpengaruh signifikan, di mana siswa dengan self-efficacy tinggi memiliki kemampuan pemecahan masalah lebih baik daripada siswa dengan self-efficacy sedang dan rendah. Namun, tidak ditemukan interaksi yang signifikan antara model pembelajaran dan self-efficacy terhadap kemampuan pemecahan masalah matematis.
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