Pengaruh Blended Learning dan Self-efficacy Terhadap Pemahaman Konsep dan Kemampuan Pemecahan Masalah dalam Mata Pelajaran Matematika Bagi Siswa SMP

Effect of Blended Learning and Self Efficacy on Concept Understanding and Problem Solving Skill in Mathematics Subject for Junior High School Student

Penelitian ini bertujuan untuk menguji: (1) perbedaan pemahaman konsep siswa yang mengikuti flipped classroom dengan flex model pada mata pelajaran matematika. (2) perbedaan pemahaman konsep siswa yang memiliki self-efficacy tinggi dengan rendah pada mata pelajaran matematika. (3) interaksi antara blended learning dan self-efficacy terhadap pemahaman konsep pada mata pelajaran matematika.(4) perbedaan kemampuan pemecahan masalah siswa yang mengikuti flipped classroom dengan flex model pada mata pelajaran matematika. (5) perbedaan kemampuan pemecahan masalah siswa yang memiliki self-efficacy tinggi dengan rendah pada mata pelajaran matematika.(6) interaksi antara blended learning dan self-efficacy terhadap kemampuan pemecahan masalah pada mata pelajaran matematika.

Penelitian ini menggunakan metode eksperimen dengan desain faktorial 2 x 2 yang dilaksanakan pada siswa SMP semester genap 2021/2022. Subyek penelitian adalah siswa kelas 8. Kelompok eksperimen diberikan pelakuan pembelajaran blended learning menggunakan flipped classroom dan pada kelas kontrol diberlakukan pembelajaran blended learning menggunakan flex model. Intrumen yang digunakan yakni angket self efficacy, tes pemahaman konsep, dan tes kemampuan pemecahan masalah. Sampel dipilih dengan cara menggunakan teknik random sampling. Teknik analisis data yang digunakan yakni Multivariate Analysis of Variance (MANOVA).

Hasil penelitian ini mendapatkan (1) tidak ada perbedaan pemahaman konsep siswa yang mengikuti flipped classroom dengan flex model pada mata pelajaran matematika dikarenakan nilai sig 0,466 > nilai taraf signfikansi 0,05. (2) ada perbedaan pemahaman konsep memiliki self-efficacy tinggi dan rendah pada mata pelajaran matematika dikarenakan nilai sig 0,037 < nilai taraf signifikansi 0,05. (3) tidak ada interaksi antara blended learning dan self-efficacy terhadap pemahaman konsep pada mata pelajaran matematika dikarenakan nilai sig 0,556 > nilai taraf signfikansi 0,05. (4) ada perbedaan kemampuan pemecahan masalah siswa yang mengikuti flipped classroom dengan flex model pada mata pelajaran matematika dikarenakan nilai sig 0,000 > nilai taraf signifikansi 0,05. (5) ada perbedaan kemampuan pemecahan masalah memiliki self-efficacy tinggi dan rendah pada mata pelajaran matematika dikarenakan nilai sig 0,000 < nilai taraf signifikansi 0,05. (6) tidak ada interaksi antara blended learning dan self-efficacy terhadap pemahaman konsep pada mata pelajaran matematika dikarenakan nilai sig 0,557 > nilai taraf signfikansi 0,05.

Hasil penenlitian menunjukkan bahwa blended learning yang memiliki beberapa model kegiatan pembelajaran, dapat memberikan kesempatan pada guru untuk memfasilitasi agar self-eficacy siswa dapat meningkat dengan cara mengkombinasikan kegiatan pembelajaran, dengan kondisi lingkungan dan fasilitas belajar yang memungkinkan dapat mencapai tujuan pembelajaran secara optimal agar mampu memahami konsep matematika dengan baik. Pembelajaran memberikan banyak aktivitas pembelajaran matematika secara mandiri, dan kolaboratif yang berdampak positif dalam mencapai hasil belajar. Siswa yang memiliki self-efficacy rendah dan tinggi secara paralel akan mengalami peningkatan pemecahan masalah baik di kelas blended flipped maupun flex.

This research aimed to examine: (1) the difference in the conceptual understanding of students that was applied to the flipped classroom with the flex model in mathematics. (2) the difference in conceptual understanding between students with high and low mathematics self-efficacy. (3) the impact of blended learning and self-efficacy on mathematical conceptual understanding. (4) the differences in the problem-solving abilities of students in the flipped classroom compared with the flex model in mathematics. (5) the difference in problem-solving abilities between students with high and low mathematics self-efficacy. (6) the interaction between blended learning and self-efficacy on problem solving abilities in mathematics subjects.

This study used an experimental method with a 2 x 2 factorial design which was carried out on even semester 2021/2022 junior high school students. The research subjects were 8th grade students. The experimental group was given the implementation of blended learning using the flipped classroom and in the control class blended learning was applied using the flex model. The instruments used selfefficacy questionnaires, concept understanding tests, and problem-solving ability tests. The sample used was selected by using a random sampling technique. The data analysis technique used Multivariate Analysis of Variance (MANOVA).

The results showed that (1) there was no difference in the conceptual understanding of students that were applied the flipped classroom with the flex model in mathematics subjects because the sig value = 0.466 > the significance level = 0.05. (2) there was a difference in the conceptual understading of having high and low self-efficacy in mathematics subjects because the sig value = 0.037 < the significance level value = 0.05. (3) there was no interaction between blended learning and self-efficacy on conceptual understading in mathematics subjects because the sig value = 0.556 > the significance level value = 0.05. (4) there was a difference in the problem-solving ability of students that were applied in the flipped classroom with the flex model in mathematics because the sig value =0.000 > the significance level = 0.05. (5) there was a difference in problem-solving abilities between those who have high and low self-efficacy in mathematics subjects because the sig value = 0.000 < the significance level value = 0.05. (6) there was no interaction between blended learning and self-efficacy on understanding concepts in mathematics because the sig value = 0.557 > the significance level = 0.05.

The results showed that blended learning, which has several models of learning activities, can provide opportunities for teachers to facilitate so that students' self-efficacy can be increased by combining learning activities with environmental conditions and learning facilities that allow them to achieve learning objectives optimally in order to be able to understand math concepts well. Learning provides a lot of independent and collaborative mathematics learning activities that have a positive impact on achieving learning outcomes. Students with low and high self-efficacy will see an improvement in problem-solving in both blended flipped and flex classes.