Pemecahan Masalah Matematis Kontekstual Open-Ended Ditinjau dari Self-Efficacy Siswa SMP Kelas VIII

Contextual Open-Ended Mathematical Problem Solving For VIII Grade Junior High School Students in Terms of Self-Efficacy

Pemecahan masalah matematis adalah proses siswa dalam memecahkan masalah matematika berdasarkan tahapan memahami permasalahan, menyusun rencana, melaksanakan rencana dan memeriksa kembali. Masalah yang dihadapi dapat berupa masalah kontekstual open-ended. Pemecahan masalah matematis siswa dapat berbeda berdasarkan tingkat self-efficacy. Penelitian ini bertujuan mendeskripsikan pemecahan masalah matematis kontekstual open-ended siswa SMP Kelas VIII ditinjau dari self-efficacy tinggi, sedang dan rendah.

Jenis penelitian yang digunakan yaitu deskriptif dengan pendekatan kualitatif yang dilaksanakan pada salah satu SMP di kota Surabaya, tahun ajaran 2022/2023. Subjek penelitian terdiri dari satu siswa pada tiap tingkat self-efficacy tinggi, sedang dan rendah, berkemampuan matematika setara dan komunikatif. Teknik pengumpulan data terdiri dari angket, tes dan wawancara. Teknik analisis data terdiri dari kondensasi data, penyajian data dan penarikan kesimpulan berdasarkan tahapan pemecahan masalah Polya.

Hasil penelitian menunjukkan pada tahap memahami masalah, siswa self-efficacy tinggi dan sedang lebih baik dalam menentukan informasi yang diketahui dan ditanya serta menyatakan ulang permasalahan daripada siswa self-efficacy rendah. Meskipun demikian, ketiga siswa dapat memeriksa ketercukupan data dengan baik. Pada tahap menyusun rencana, hanya siswa self-efficacy tinggi dan sedang yang memanfaatkan pengalaman serupa yang dimiliki untuk menyelesaikan permasalahan. Siswa self-efficacy tinggi menyusun dan menjelaskan strategi lebih banyak daripada siswa self-efficacy sedang dan rendah. Pada tahap melaksanakan rencana, ketiganya melaksanakan sesuai rencana. Namun, siswa self-efficacy rendah melakukan kesalahan dalam perhitungan. Siswa self-efficacy tinggi menggunakan tiga strategi, sedangkan yang lainnya hanya menggunakan satu strategi. Pada tahap memeriksa kembali, siswa self-efficacy tinggi dan sedang memeriksa kembali solusinya, sedangkan siswa self-efficacy rendah tidak melakukannya. Siswa self-efficacy tinggi lebih baik dalam menyatakan kesimpulan daripada siswa self-efficacy sedang dan rendah. Siswa self-efficacy tinggi dan sedang mampu menyebutkan contoh permasalahan lain yang serupa, sedangkan siswa dengan self-efficacy rendah tidak mampu. Penelitian selanjutnya diharapkan dapat mengembangkan soal yang lebih kaya dalam strategi pemecahan masalah serta menggunakan tahapan dan tinjauan yang berbeda.

Mathematical problem solving is student process in solving mathematical problems based on the steps of understanding the problem, devising a plan, carrying out the plan and looking back. The problems can be in the form of contextual open-ended problems. Students’s mathematical problem solving can vary based on the level of student’s self-efficacy. The aim of this research is to describe the contextual open-ended mathematical problem solving for VIII grade in junior high school students with high, medium and low self-efficacy.

The type of research used is descriptive with qualitative approach which was carried out in one of junior high school in Surabaya city, year 2022/2023. The selected research subjects consisted of one student at each level of high, medium and low self-efficacy with equivalent mathematical abilities and communicative. Data collection techniques consist of questionnaires, tests and interviews. Data analysis techniques consist of data condensation, data display and verifying based on Polya problem solving steps.

The results of the research show that at the stage of understanding the problem, high and medium self-efficacy students are better at determining known and unknown and restating problems than low self-efficacy student. Even so, they were able to check the adequacy of the data properly. At the stage of devising a plan, only high and medium self-efficacy students who use of similar experiences to solve problems. High self-efficacy student devising and explaining strategies more than medium and low self-efficacy students. At the stage of carrying out the plan, they carry out according to plan. However, low self-efficacy student errors in calculations. High elf-efficacy student use three strategies, while others only use one strategy. At the looking back stage, high and medium self-efficacy students are re-check the solution, while low self-efficacy student doesn't do it. High self-efficacy student is better at stating conclusions than medium and low self-efficacy students. High and medium self-efficacy students are able to mention examples of other similar problems, while low self-efficacy student unable. Following research is expected to be able to develop questions that are richer in problem-solving strategies and use different stages and reviews.