PROFIL PEMECAHAN MASALAH PESERTA DIDIK DITINJAU DARI SELF EFFICACY

Abstract

ABSTRAK

Kemampuan pemecahan masalah matematis peserta didik masih rendah dan sangat dipengaruhi oleh faktor internal seperti self-efficacy. Penelitian ini penting dilakukan untuk mendeskripsikan profil pemecahan masalah peserta didik berdasarkan tingkat self-efficacy. Penelitian ini menggunakan pendekatan kualitatif deskriptif yang dilaksanakan pada peserta didik kelas IX SMP Negeri 1 Sausu tahun ajaran 2023/2024. Subjek dipilih melalui angket self-efficacy yang mengelompokkan peserta didik ke dalam kategori tinggi dan rendah. Data diperoleh melalui tes pemecahan masalah aritmetika sosial dan wawancara mendalam, kemudian dianalisis dengan triangulasi untuk memastikan keabsahan data. Hasil penelitian menunjukkan bahwa: 1) pada tahap memahami masalah, peserta didik dengan self-efficacy tinggi mampu menangkap makna soal, sedangkan peserta didik dengan self-efficacy rendah hanya mengulang informasi tanpa pemahaman, 2) pada tahap merencanakan, kedua kategori menyusun strategi yang sama, yaitu menghitung pajak penjualan dan keuntungan, 3) pada tahap melaksanakan, peserta didik dengan self-efficacy tinggi dapat mengikuti rencana dengan tepat, sedangkan self-efficacy rendah mengalami kesulitan pada perhitungan pajak, dan 4) pada tahap memeriksa kembali, self-efficacy tinggi melakukan evaluasi akhir, sementara self-efficacy rendah tidak melakukannya. Penelitian ini memberikan gambaran mendalam mengenai perbedaan proses pemecahan masalah berdasarkan tingkat self-efficacy, yang dapat menjadi rujukan bagi guru dalam merancang strategi pembelajaran yang lebih tepat.

ABSTRACT

Students’ mathematical problem-solving ability remains relatively low and is strongly influenced by internal factors such as self-efficacy. This study is important to describe students’ problem-solving profiles based on their level of self-efficacy. The research employed a descriptive qualitative approach and was conducted with ninth-grade students of SMP Negeri 1 Sausu in the 2023/2024 academic year. Subjects were selected using a self-efficacy questionnaire that classified students into high and low categories. Data were collected through social arithmetic problem-solving tests and in-depth interviews, and then analyzed using triangulation to ensure data validity. The findings revealed that: 1) at the stage of understanding the problem, students with high self-efficacy were able to grasp the meaning of the problem, whereas students with low self-efficacy only repeated the given information without deeper understanding, 2) at the planning stage, both groups developed the same strategy, namely calculating sales tax and profit, 3) at the implementation stage, students with high self-efficacy followed the plan accurately, while students with low self-efficacy encountered difficulties in calculating sales tax, and 4) at the reviewing stage, students with high self-efficacy conducted final evaluations, while those with low self-efficacy did not. This study provides valuable insights into differences in problem-solving processes based on students’ self-efficacy levels, serving as a reference for teachers in designing more effective learning strategies.