Influence of Auditory Intellectually Repetition (AIR) and Self Efficacy Learning Models on HOTS Problem-Based Problem Solving Ability
DOI:
https://doi.org/10.58258/jime.v6i2.1396Keywords:
Auditory Intellectually Repetition, Self Efficacy, Problem SolvingAbstract
This research aims to determine the differences in problem-solving skills in students taught using auditory intellectual repetition (AIR) learning models and conventionally reviewed from the self-efficacy level. The type of research used is a quasi-experimental design. The research population is high school students in the South Jakarta area. Determination of samples using random cluster sampling and stratified random sampling. The instruments used are problem-solving tests and non-test instruments that are questionnaires. Analyze data using two-lane Variance Analysis. Data analysis shows that; (1) there are significant differences in problem-solving skills in students using air learning models and conventional learning, (2) there are differences in problem-solving skills in students with high, medium, and low self-efficacy, (3) there is a significant interaction between AIR learning and self-efficacy to problem-solving ability, (4) there are significant differences in problem-solving skills between groups of students in AIR learning and conventional learning that have high self-efficacy, (5) there are significant differences in problem-solving skills between groups of students in AIR learning and conventional learning who have moderate self-efficacy, and (6) there are significant differences in problem-solving skills between groups of students in AIR learning and conventional learning who have low self-efficacy.References
Adicondro, N., Purnamasari, A., Psikologi, F., & Dahlan, U. A. (2012). Efikasi Diri, Dukungan Sosial Keluarga Dan Self Regulated Learning Pada Siswa Kelas Viii. Humanitas, 8(1), 17–27. https://doi.org/10.26555/humanitas.v8i1.448
Agustiana, N., Supriadi, N., & Komarudin, K. (2019). Meningkatkan Kemampuan Penalaran Matematis dengan Penerapan Pendekatan Bridging Analogy Ditinjau dari Self-Efficacy. Inovasi Pembangunan : Jurnal Kelitbangan, 7(1), 61. https://doi.org/10.35450/jip.v7i1.117
Anti, A., & Kesumawati, N. (2019). Pengaruh Model Auditory Intellectual Repetition Terhadap Kemampuan Pemecahan Masalah Ditinjau dari Disposisi Matematis di SMP. Jurnal Pendidikan Matematika RAFA, 5(1), 10–21. https://doi.org/10.19109/jpmrafa.v5i1.2729
Arifin, Z., & Retnawati, H. (2017). Pengembangan instrumen pengukur higher order thinking skills matematika siswa SMA kelas X. PYTHAGORAS: Jurnal Pendidikan Matematika, 12(1), 98. https://doi.org/10.21831/pg.v12i1.14058
Asih, N., & Nilakusmawati., D. (2017). Effectiveness Application of Auditory Intellectually Repetition (Air) Learning Model To Improve Student’S Learning Outcomes on Subject Two-Dimensional and Three-Dimensional Shapes. International Journal of Advanced Research, 5(4), 933–938. https://doi.org/10.21474/ijar01/3898
Fajri, H. N., Johar, R., & Ikhsan, M. (2017). Peningkatan Kemampuan Spasial dan Self-Efficacy Siswa Melalui Model Discovery Learning Berbasis Multimedia. Beta Jurnal Tadris Matematika, 9(2), 180. https://doi.org/10.20414/betajtm.v9i2.14
Hasnawati, Ikman, & Sari, A. (2016). Effectiveness Model of Auditory Intellectually Repetition (AIR) to Learning Outcomes of Math Students. International Journal of Education and Research, 4(5), 249–258. c
Kadir. (2015). Statistika Terapan Kosep, Contoh dan Analisis Data dengan Program SPSS/Lisrel dalam Penelitian (3rd ed.). Raja Grafindo Persada.
Kamsurya, R. (2019). Desain Research: Penerapan Pendekatan PMRI Konsep Luas Permukaan dan Volum Kerucut untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis. GAUSS: Jurnal Pendidikan Matematika, 2(1), 56. https://doi.org/10.30656/gauss.v2i1.1386
Keşan, C., & Kaya, D. (2018). Mathematics and Science Self-Efficacy Resources as the Predictor of Academic Success. International Online Journal of Educational Sciences, 10(2). https://doi.org/10.15345/iojes.2018.02.004
Liu, X., & Koirala, H. (2009). The Effect of Mathematics Self-Efficacy on Mathematics Achievement of High School Students. NERA Conference Proceedings 2009, 10–22. http://digitalcommons.uconn.edu/cgi/viewcontent.cgi?article=1029&context=nera_2009
Luthfiana, M., & Wahyuni, R. (2019). Penerapan Model Pembelajaran Auditory, Intellectually, Repetition (Air) terhadap Hasil Belajar Matematika Siswa. Jurnal Pendidikan Matematika (JUDIKA EDUCATION), 2(1), 50–57. https://doi.org/10.31539/judika.v2i1.701
Nur, A. S., & Palobo, M. (2018). Profil Kemampuan Pemecahan Masalah Matematika Siswa Ditinjau dari Perbedaan Gaya Kognitif dan Gender. Kreano, 9(2), 139–148. https://doi.org/http://dx.doi.org/10.15294/kreano.v9i2.15067
Nurseha, S. M., & Apiati, V. (2019). Hubungan Kemampuan Pemecahan Masalah dengan Self Efficacy Suswa Melalui Pembelajaran Pendidikan matematika Realistik. Prosiding Seminar Nasional & Call For Papers, 539–546. http://jurnal.unsil.ac.id/index.php/sncp/article/view/1093
Oktavianti, D., & Buwono, S. (2015). Implementasi model pembelajaran auditory intellectually repetition terhadap hasil belajar siswa di sma. Pendidikan Ekonomi FKIP Untan, 1–11.
Rahayuningsih, S. (2017). Penerapan Model Pembelajaran Matematika Model Auditory Intellectually Repetition (Air). Erudio Journal of Educational Innovation, 3(2), 67–83. https://doi.org/10.18551/erudio.3-2.6
Rahmi, S., Nadia, R., Hasibah, B., & Hidayat, W. (2017). the Relation Between Self-Efficacy Toward Math With the Math Communication Competence. Infinity Journal, 6(2), 177. https://doi.org/10.22460/infinity.v6i2.p177-182
Risnanosanti, R. (2016). Self Efficacy Mahasiswa terhadap Matematika dan Pembelajaran Berbasis Kegiatan Lesson Study. Jurnal Elemen, 2(2), 127. https://doi.org/10.29408/jel.v2i2.316
Saputri, V. (2019). Kemampuan Pemecahan Masalah Matematis dan Self-Confidence Siswa SMK Melalui Pembelajaran Sinektik dan Pembelajaran Berbasis Masalah. GAUSS: Jurnal Pendidikan Matematika, 2(1), 73–84.
Subaidi, A. (2016). Self-Efficacy Siswa Dalam Pemecahan Masalah Matematika. Jurnal ∑igma. Universitas Madura, 1(2), 64–68. https://doi.org/10.0324/SIGMA.V1I2.68
Sugiyono. (2013). Penelitian Kualitatif dan R & D (20th ed.). Alfabeta.
Talib, A., Ihsan, H., & Fairul, M. (2019). Komparasi Pemahaman Konsep Matematika Siswa Melalui Penerapan Model Pembelajaran Auditory Intellectually Repetition (AIR) dan Model Pembelajaran Reciprocal Teaching (RT). Issues in Mathematics Education (IMED), 2(2), 100–106.
Ulva, M., & Resti Ayu Suri, I. (2019). Pengaruh Model Pembelajaran Auditory Intellectualy Repetition Terhadap Kemampuan Komunikasi Matematis Peserta Didik. Jurnal Pendidikan Matematika, 7(1), 15–21.
Wardani, S., & Purnomo, Sapon Suryo Wahyuningsih, E. (2010). Pembelajaran Kemampuan Penyelesaian masalah Matematika Di SD. Yogyakarta: Departemen Pendidikan Nasional.
Yuwono, I., & Pasani, C. F. (2018). The Evaluation of Higher Order Thinking Skills Assessment of Special Needs Education Students with Guided Inquiry Method. Journal of ICSAR, 2(1), 28–31. https://doi.org/10.17977/um005v2i12018p028
Downloads
Published
Issue
Section
License
Copyright Notice
Authors who publish with Jurnal Ilmiah Mandala Education agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.Â
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
