Pengaruh Model Word-Problem Solving Dan Motivasi Terhadap Pemecahan Masalah Matematika, Self-Regulated Learning, Dan Self-Efficacy Pada Siswa SMP

The Influence of the Word-Problem Solving Model and Motivation on Mathematical Problem Solving, Self-Regulated Learning, and Self-Efficacy in Middle School Students

ABSTRAK

Ardianik. 2024. Pengaruh Model Word-Problem Solving dan Motivasi Terhadap Pemecahan Masalah Matematika, Self-Regulated Learning, dan Self-Efficacy Pada Siswa SMP. Disertasi, Program Studi S3 Teknologi Pendidikan, Fakultas Ilmu Pendidikan, Universitas Negeri Surabaya. Pembimbing 1: Prof. Dr. Siti Masitoh, M.Pd dan Pembimbing 2: Dr. Fajar Arianto, M.Pd.

Penelitian ini bertujuan menguji dan membuktikan: pengaruh model word-problem solving terhadap pemecahan masalah matematika, self-regulated learning dan, self-efficacy; pengaruh motivasi terhadap pemecahan masalah, self-regulated learning dan, self-efficacy; Pengaruh interaksi antara model pembelajaran dan motivasi terhadap pemecahan masalah, self-regulated learning dan, self-efficacy pada siswa kelas VIII SMP Dr.Soetomo Surabaya. Metode penelitian yang digunakan yaitu metode kuantitatif dengan jenis penelitian kuasi eksperimen dengan desain The Nonequivalent Pretest-Posttest Control Group Design. Subjek penelitian berjumlah 8 kelas (256 siswa) dan diambil sampel sebanyak 4 kelas (128 siswa) yang terbagi kelompok eksperimen berjumlah 64 dan kelompok kontrol berjumlah 64. Kelompok eksperimen dibelajarkan dengan model Word-Problem Solving dan kelompok kontrol dibelajarkan dengan model Problem Solving.Teknik pengumpulan data menggunakan tes dan angket, teknik analisis data untuk uji asumsi yaitu uji normalitas data dengan Kolmogorov-Smirnov, uji homogenitas dengan Levene’s Statistic, uji hipotesis dengan MANOVA. Hasil penelitian diperoleh bahwa model Word-Problem Solving berpengaruh terhadap pemecahan masalah matematika, self- regulated learning, dan self-efficacy; terdapat pengaruh motivasi terhadap pemecahan masalah, self-regulated learning, dan self-efficacy; Interaksi antara model pembelajaran dan motivasi berpengaruh terhadap pemecahan masalah, dan self-regulated learning,tetapi tidak berpengaruh terhadap self-efficacy.  Sehingga disimpulkan model Word-Problem Solving dan motivasi berpengaruh terhadap pemecahan masalah matematika, self-regulated learning, dan self-efficacy jika dibandingkan dengan model problem solving. Tidak ada pengaruh interaksi antara model pembelajaran dan motivasi terhadap self-efficacy pada siswa kelas VIII SMP Dr. Soetomo Surabaya.

Kata Kunci: Word-Problem Solving; Motivasi; Pemecahan Masalah Matematika; Self-Regulated Learning; Self-Efficacy

ABSTRACT

Ardianik. 2024. The Influence of the Word-Problem Solving Model and Motivation on Mathematical Problem-Solving, Self-Regulated Learning, and Self-Efficacy Among Junior High School Students. Dissertation, Doctoral Program in Educational Technology, Faculty of Educational Sciences, State University of Surabaya. Supervisor 1: Prof. Dr. Siti Masitoh, M.Pd, and Supervisor 2: Dr. Fajar Arianto, M.Pd.

This research aims to examine and prove: the influence of the word-problem solving model on mathematical problem-solving, self-regulated learning, and self-efficacy; the influence of motivation on problem-solving, self-regulated learning, and self-efficacy; and the interaction effect between the learning model and motivation on problem-solving, self-regulated learning, and self-efficacy among eighth-grade students at Dr. Soetomo Junior High School in Surabaya. The research method employed is a quantitative approach, specifically a quasi-experimental study with a Nonequivalent Pretest-Posttest Control Group Design. The subjects of the study consist of 8 classes (256 students), with a sample of 4 classes (128 students) divided into an experimental group of 64 and a control group of 64. The experimental group was taught using the Word-Problem Solving model, while the control group was taught using the Problem Solving model. The research variables include independent variables, moderator variables, and dependent variables. The Word-Problem Solving (WPS) and Problem Solving (PS) models serve as independent variables, motivation (intrinsic and extrinsic) as moderator variables, and problem-solving, self-regulated learning, and self-efficacy as dependent variables. Data collection techniques involved tests and questionnaires. The instruments for mathematical problem-solving tests, motivation questionnaires, self-regulated learning, and self-efficacy were validated for both content and construct validity. Data analysis techniques for assumption testing included normality tests using the Kolmogorov-Smirnov method, homogeneity tests using Levene’s test, and hypothesis testing using MANOVA. The results indicate that the Word-Problem Solving model has a significant effect on mathematical problem-solving, self-regulated learning, and self-efficacy; there is an influence of motivation on problem-solving, self-regulated learning, and self-efficacy; and the interaction between the learning model and motivation affects problem-solving and self-regulated learning but does not affect self-efficacy. Therefore, it is concluded that the Word-Problem Solving model and motivation significantly influence problem-solving, self-regulated learning, and self-efficacy compared to the Problem Solving model. There is no interaction effect between the learning model and motivation on students' self-efficacy in eighth grade at Dr. Soetomo Junior High School in Surabaya.

Keyword: Word-Problem Solving; Motivation; Mathematical Problem Solving; Self-Regulated Learning; Self-Efficacy.