The Effect of Problem Solving Models against Mathematical Connection Ability and Self Efficacy Students' in SMP Negeri 5 Tebing Tinggi

Sity Syafriyany Lubis^1, , Mulyono¹ and Edi Syahputra¹

¹Graduate Program School in Mathematics Education, State University of Medan, Indonesia

Cite this paper:
Sity Syafriyany Lubis, Mulyono and Edi Syahputra. The Effect of Problem Solving Models against Mathematical Connection Ability and Self Efficacy Students' in SMP Negeri 5 Tebing Tinggi. American Journal of Educational Research. 2019; 7(12):939-942. doi: 10.12691/education-7-12-7

Abstract

This study aims to determine the effect of problem solving models on the ability of mathematical connections and self-efficacy. This type of research is a quasi-experimental study. The instrument used consisted of tests of mathematical connection ability, self-efficacy questionnaires, student activity sheets, and mathematical initial abilities. The population of this study was students in grades VII-1 and VII-2 in SMP Negeri 5 Tebing Tinggi. The instrument of this research was in the form of a mathematical connection ability test of 4 items in the description and self-efficacy questionnaire in students of 23 statements with 4 alternative answers. It can be seen that the Fcount value is 51.76 and the significance value α = 0.000. So the level of significance value <0.050 (sig. <0.050) then H_n is rejected and H₁ is accepted. However, if the significance> 0.050 (sig.> 0.050) then H_n is accepted and H₁ is rejected. Problem solving model is smaller than α = 0.05 then H_n is rejected and Ha is accepted. So that there is an influence of problem solving models on students' mathematical connection abilities accepted. obtained a value of F_n (B) of 19.81, if the value of F_n (B) is confirmed to the value of F table at α = 5%, then F_n (B) is greater than F table (19.81> 4.006). It was concluded that enough evidence to reject H_n. This means that there is an influence of the learning approach on students' mathematical self-efficacy. Furthermore, a F_n (A) value of 11,798 is obtained, if this F_n (A) value is confirmed to the value of Ftable at α = 5%, then F_n (A) is greater than Ftable (11,798> 4,006). It was concluded that enough evidence to reject H_n. This means that there is an influence of KAM on students' mathematical self-efficacy. Based on the calculation results obtained that the significance value of KAM * Learning towards students' mathematical connection ability is equal to 0.4280, greater than the predetermined significance level, that is, 0.05 (0.4280> 0.05), which means that is accept H_n. In other words there is no significant interaction between the learning model and the initial mathematical ability of students' mathematical connection abilities. Likewise with student self-efficacy, the results of data analysis obtained for the KAM significance value * Learning towards students' self-efficacy is 0.4801, greater than 0.05 (0, 4801> 0.05), so H_n is accepted which it means that there is no significant interaction between learning models and mathematical initial abilities of students' self-efficacy.

Keywords:
problem solving model mathematical connection ability self-efficacy

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	NCTM. 2000. Principles and Standards for School Mathematics. United States of America: The National Council of Teachers of Mathematics, Inc.
[2]	Rohendi, D. (2013). Connected Mathematics Project (CMP) Model Based on Presentation Media to the Mathematical Connection Ability of Junior High School Students. Journal of education and practice, 4 (4).
[3]	Fahira, Mutia. (2013). Mathematical Critical Thinking Ability and Mathematics Anxiety in Learning with Problem Solving Approaches. Opportunity Journal. 1, (2), 44.
[4]	Mhlolo, M.K. (2012). The nature and quality of the mathematical connections teachers make. pythagoras, 33 (1), 1-9.
[5]	Alipandie, Imansyah.1984. Didactic Methodology of General Education. Surabaya: National Business.
[6]	Gulo, W. 2002. Research Methods. Jakarta: PT. Grasindo.
[7]	Hudojo, Herman. 1998. Teaching and Learning Mathematics. Jakarta: Ministry of Education and Culture.
[8]	Siregar, N. D. dan Surya, E .2017. Analysis of Students’ Junior High School Mathematical Connection Ability. International Journal of Sciences: Basic and Applied Research (IJSBAR) Volume 33, No 2, pp 309-320.
[9]	Atun, I. 2006. Mathematics Learning With Coopretaive Strategy Type Student Teams Achievement Divisions To Improve Students' Problem Solving and Communication Abilities. Unpublished thesis. Bandung: UPI Bandung Postgraduate Program.
[10]	Sadiq, Fadjar. 2007. Reasoning or Reasoning. Why Students Need to Be Learned at School. gate reasoning.
[11]	Hendriana, H. (2017). Student Hard Skills and Soft Math Skills. Bandung: PT Refika Aditama.
[12]	Feist, J. 2011. Personality Theory, 7th edition Jakarta: Salemba Humanika
[13]	Ruseffendi, N. 1999. Introduction to Helping Teachers Develop Competence in Teaching Mathematics to Improve CBSA. Bandung: Tarsito.
[14]	Trianto. 2007. Innovative Learning Models are constructivist oriented. Literature achievement: Jakarta.
[15]	Suherman, Eman. 2001. Contemporary Learning Strategies, Bandung: JICA Indonesian Education University.