Pengaruh Pemberian Soal Matematika Ill-Structured Problem dan Well-Structured Problem Terhadap Self-efficacy Siswa SMP Negeri 1 Ngawen Blora

The Effect Of Giving Ill-Structured Math Problems And Well-Structured Math Problems On The Self-efficacy Of Junior High School 1 Ngawen Students

Kemampuan pemecahan masalah matematika yang dimiliki seseorang dapat memengaruhi kesuksesan hasil pencapaian dari pembelajaran matematika. Terdapat beberapa faktor yang memengaruhi kemampuan dalam pemecahan masalah, salah duanya yang dapat diamati yaitu faktor keinginan dan motivasi serta struktur masalah. Faktor keinginan dan motivasi berkaitan dengan tingkat self-efficacy siswa , sedangkan struktur masalah berkaitan dengan jenis soal  yang diberikan dalam pembelajaran. Menurut beberapa penelitian dua hal ini dapat berpengaruh pada kemampuan matematika siswa. Penelitian ini merupakan penelitian kuantitatif yang bertujuan untuk mengetahui pengaruh pemberian soal ill-structured problem dan well-structured problem terhadap self-efficacy siswa. Populasi penelitian merupakan siswa kelas VIII di SMP Negeri 1 Ngawen Blora yang terdiri dari kelas eksperimen dan kelas kontrol dengan pemilihan sampel menggunakan teknik purpossive sampling. Instrumen yang digunakan berupa angket self-efficacy, lembar tugas matematika ill-structured problem, dan lembar tugas matematika well-structured problem pada materi phytagoras dan lingkaran. Teknik analisis data yang digunakan adalah t-test dependent dan t-test independent. Hasil penelitian menunjukkan bahwa: 1) terdapat pengaruh pemberian soal matematika ill-structured problem terhadap self-efficacy siswa pada taraf signifikan 0,05, 2) tidak terdapat pengaruh pemberian soal matematika well-structured problem terhadap self-efficacy siswa pada taraf signifikan 0,05, 3) terdapat perbedaan perubahan self-efficacy siswa antara pemberian soal matematika ill-structured problem dengan pemberian soal well-structured problem pada taraf signifikan 0,05. Dalam analisis data yang dilakukan pemberian soal ill-structured problem berpengaruh terhadap self-efficacy siswa, meskipun rata-rata terjadi penurunan akan tetapi sebaiknya soal tersebut tetap diberikan secara bergantian dengan soal ­well-structured problem agar siswa lebih terbiasa terhadap jenis soal tersebut sehingga dapat meningkatkan kemampuan matematika siswa.

Kata Kunci : Self-Efficacy, Ill-structured problem, Well-Structured Problem

A person's mathematical problem solving ability can affect the success of the achievement in learning mathematics. There are several factors that affect the ability in problem solving, one of which can be observed, namely the desire and motivation factors as well as the structure of the problem. Desire and motivation factors are related to the level of student self-efficacy, while the problem structure is related to the types of questions given in learning. According to several studies, these two things can affect students' mathematical abilities. This study is a quantitative study that aims to determine the effect of giving ill-structured problems and well-structured problems on students' self-efficacy. The study population was class VIII students at Junior High School 1 Ngawen Blora which consisted of an experimental class and a control class with the selection of samples using purposive sampling technique. This research is quantitative research with a comparative problem formulation that compares the increase in self-efficacy between students who are given well-structured math problems and ill-structured math problems. The data analysis technique used was t-test dependent and t-test independent. The results showed that: 1) there is an effect of giving ill-structured math problems on students' self-efficacy at a significant level of 0.05; 2) there isn’t an effect of giving well-structured math problems on students' self-efficacy at a significant level of 0.05; 3) there is a difference in changes in student self-efficacy between giving ill-structured math problems and giving well-structured math problems at a significant level of 0.05.

Keywords: ill-structured problem, self-efficacy, well-structured problem