Keterampilan Berpikir Kritis Peserta Didik dalam Memecahkan Masalah Matematika Model PISA Konten Change and relationship Ditinjau dari Self-efficacy.

Students' Critical Thinking Skills in Solving PISA-Type Mathematics Problems in The Content of Change and Relationship Viewed from Self-efficacy

Penelitian ini bertujuan mendeskripsikan keterampilan berpikir kritis peserta didik dalam memecahkan masalah matematika model PISA konten change and relationship ditinjau dari tingkat self-efficacy. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan subjek dua peserta didik kelas VIII SMP Negeri 3 Surabaya tahun ajaran 2024/2025 yang dipilih berdasarkan tingkat self-efficacy tinggi dan rendah, dengan mempertimbangkan kesamaan jenis kelamin, kemampuan matematika setara, dan komunikasi yang baik. Teknik pengumpulan data meliputi angket self-efficacy, tes kemampuan matematika, tes pemecahan masalah matematika, dan wawancara berbasis tugas. Analisis data mengacu pada indikator berpikir kritis: Fokus, Alasan, Inferensi, Situasi, Kejelasan, dan Tinjauan Ulang. Hasil penelitian menunjukkan bahwa peserta didik dengan self-efficacy rendah masih mengalami kesulitan dalam mengidentifikasi informasi penting, menyusun strategi logis, menyampaikan alasan dan melakukan refleksi. Sebaliknya, peserta didik dengan self-efficacy tinggi menunjukkan pemahaman yang sistematis, strategi penyelesaian yang runtut, dan refleksi yang argumentatif. Implikasi dari temuan ini menunjukkan bahwa self-efficacy berperan penting dalam membentuk kualitas berpikir kritis. Oleh karena itu, guru perlu merancang pembelajaran yang mendukung peningkatan self-efficacy peserta didik, seperti melalui pemberian tantangan sesuai kemampuan, umpan balik positif, dan penguatan keberhasilan, agar proses pembelajaran matematika lebih efektif dalam mengembangkan keterampilan berpikir kritis.

This study aims to describe students’ critical thinking skills in solving PISA-type mathematical problems in the change and relationship content area, viewed from the level of self-efficacy. This research employed a qualitative descriptive approach with two eighth-grade students from SMP Negeri 3 Surabaya in the 2024/2025 academic year, selected based on high and low self-efficacy levels, while considering similar gender, equivalent mathematical ability, and good communication skills. Data collection techniques included a self-efficacy questionnaire, mathematics ability test, problem-solving test, and task-based interviews. Data were analyzed based on indicators of critical thinking: Focus, Reason, Inference, Situation, Clarity, and Overview. The findings show that students with low self-efficacy had difficulty identifying key information, forming logical strategies, and reflecting on their approaches. In contrast, students with high self-efficacy demonstrated more systematic understanding, well-structured problem-solving strategies, and reflective, argumentative reviews. These results imply that self-efficacy plays an important role in shaping the quality of students' critical thinking. Therefore, teachers need to design learning strategies that enhance students’ self-efficacy, such as by providing appropriate challenges, positive feedback, and reinforcement of successes, so that mathematics instruction becomes more effective in fostering critical thinking skills.

Keywords: Critical Thinking Skills, Mathematical Problem Solving, PISA Model, Change and relationship, Self-efficacy.