PENINGKATAN KEMAMPUAN MATHEMATICAL MODELLING DAN SELF EFFICACY SISWA SEKOLAH MENENGAH ATAS DENGAN MODEL GUIDED PROBLEM-BASED LEARNING

ABSTRAK Wahidah Halimahnur. (2022). Peningkatan Kemampuan Mathematical Modelling dan Self Efficacy siswa Sekolah Menengah Atas dengan Model Guided Problem-Based Learning. Penelitian ini bertujuan untuk menganalisis pencapaian dan peningkatan Mathematical Modelling serta pencapaian self-efficacy siswa hasil dari implementasi model Guided Problem-Based Learning, Problem-Based Learning, dan pembelajaran langsung. Penelitian ini merupakan penelitian kuasi eksperimen dengan menggunakan nonequivalent control group design. Populasi dari penelitian ini adalah siswa kelas 11 salah satu SMA di Kabupaten Garut. Sampel yang diambil adalah 90 siswa kelas 11 tahun akademik 2021/2022 yaitu kelas XI MIPA 6,8, dan 9 yang terdiri dari 30 siswa setiap kelasnya. Penelitian ini juga memperhatikan faktor kemampuan awal matematis (KAM) siswa. Instrumen yang digunakan dalam penelitian ini meliputi tes kemampuan mathematical modelling, kuesioner self-efficacy, dan lembar observasi. Analisis data dalam penelitian ini menggunakan non-parametrik. Adapun hasil dari penelitian ini antara lain: (1) pencapaian dan peningkatan kemampuan mathematical modelling siswa yang mendapatkan model Guided Problem-Based Learning lebih baik daripada siswa yang mendapatkan model Problem-Based Learning dan pembelajaran langsung. Dengan model guided problem-based learning, peningkatan skor setiap indikator kemampuan mathematical modelling lebih baik terutama untuk indikator ke-1 dan ke-5; (2) pencapaian kemampuan self-efficacy siswa yang mendapatkan model Guided Problem-Based Learning, Problem-Based Learning dan pembelajaran langsung berada pada kategori sedang. Sebanyak 70% siswa di kelompok yang mendapatkan model guided problem-based learning mempunyai pencapaian self-efficacy sedang dan merupakan persentase terbanyak dari kelompok lain; (3) tidak terdapat pengaruh interaksi bersama antara kemampuan awal matematis (tinggi, sedang, rendah) dan model pembelajaran terhadap pencapaian dan peningkatan kemampuan mathematical modelling siswa. Kata Kunci: Mathematical Modelling, Self-efficacy, Guided Problem-Based Learning, Problem-Based Learning ABSTRACT Wahidah Halimahnur. (2022). The Senior High School Students’ Enhancement In Mathematical Modelling And Self Efficacy Through Guided Problem-Based Learning. This study aims to analyze the achievement and enhancement of students’ mathematical modelling ability and the achievement of students’ self-efficacy as a result from the implementation of Guided Problem-Based Learning, Problem-Based Learning, and direct learning models. This research is a quasi-experimental study using a nonequivalent control group design. The population of this study were 11th grade students at one of the senior high schools in Garut. The samples were 90 students of grade 11 academic year 2021/2022, namely class of XI MIPA 6, 8, and 9 which consisted of 30 students in each class. This study also considers mathematical prior knowledge (MPK) factors of students. The instruments used in this study included mathematical modeling ability tests, self-efficacy questionaire, and observation sheets. For data analysis, this study used non-parametric statistics. The results of this study are: (1) the achievement and enhancement of mathematical modelling abilities of students who received Guided Problem-Based Learning models are better than students who received Problem-Based Learning and direct learning models. With Guided Problem-Based Learning models, the enhancement of the score of mathematical modelling indicators are better, especially on 1st indicator and 5th indicator; (2) the achievement of self-efficacy abilities of students who got the Guided Problem-Based Learning, Problem-Based Learning and direct learning models are in the medium category. As much as 70% of students in the group who got the Guided Problem-Based Learning model had medium category of self-efficacy achievement and was the highest percentage among others; (3) there is no interaction effect between mathematical prior knowledge (high, medium, low) and the learning model towards the achievement and enhancement of students' mathematical modeling abilities. Keywords: Mathematical Modelling, Self-efficacy, Guided Problem-Based Learning, Problem-Based Learnin