Journal of Education and Practice
Differences in Mathematical Representation Ability and Self-Efficacy of Students Given the Problem Based Learning Model the Missouri Mathematics Project at Bagan Sinembah Senior High School
Abstract
The purpose of this study is to: (1) analyze the difference in the mathematical representation ability of students who are given the problem based learning and students who are given the missouri mathematics project, (2) analyze the difference in self-efficacy of students who are given the problem based learning model and students who are given the missouri mathematics project, (3) analyze the interaction between the learning model and the initial mathematical ability of students' mathematical representation abilities, (4) analyze the interaction between the learning model and the initial ability of mathematics on self-efficacy students. This research is a quasi-experimental research. The population of this study were all students of class X Senior High School 2 Bagan Sinembah and the sample of this study were students of class X-1 and X-3, each totaling 30 students. The instrument used consisted of a mathematical representation ability test and a self-efficacy student. Data analysis was performed using two-way ANOVA. The results of the study show that (1) There are differences in the mathematical representation ability of students who are given a problem based learning and students who are given a missouri mathematics project, (2) There are differences self-efficacy of students who are given the problem based learning model and students who are given the missouri mathematics project, (3) There is no interaction between the learning model and the initial mathematical ability of the students' mathematical representation ability, and (4) There is no interaction between the learning model and the initial ability of mathematics on self-efficacy students.
Keywords : Problem Based Learning, Missouri Mathematics Project, Mathematical Representation Ability, and Self-Efficacy.
DOI: 10.7176/JEP/13-16-07
Publication date:June 30th 2022
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ISSN (Paper)2222-1735 ISSN (Online)2222-288X
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