Problem Based-Learning Performance in Improving Students' Critical Thinking, Motivation, Self-Efficacy, And Students' Learning Interest

Nofriyandi; Dedek Andrian; Siti Nurhalimah; Febri Loska

doi:10.31980/mosharafa.v13i1.1873

Authors

Nofriyandi Universitas Islam Riau
Dedek Andrian Universitas Islam Riau
Siti Nurhalimah Universitas Islam Riau
Febri Loska Universitas Islam Riau

DOI:

https://doi.org/10.31980/mosharafa.v13i1.1873

Abstract

Peningkatan mutu pendidikan harus senantiasa dilakukan melalui proses pembelajaran di kelas. Pembelajaran yang baik sangat bergantung pada interaksi siswa dengan proses pembelajaran. Penelitian ini bertujuan untuk mengetahui efektivitas PBL (problem-based learning) melalui media pembelajaran in-shot digital untuk meningkatkan kemampuan berpikir kritis, motivasi, efikasi diri, dan minat belajar siswa. Metode penelitian yang digunakan dalam penelitian ini adalah metode penelitian Quasi Eksperimen. Populasi dalam penelitian ini adalah seluruh siswa sekolah menengah di Pekanbaru, Provinsi Riau. Sampel dalam penelitian ini dipilih secara purposive. Teknik pengumpulan data dalam penelitian ini adalah tes dan non tes. Tes berupa soal yang dirancang untuk level berpikir C4 dan C5, sedangkan non tes berupa lembar observasi untuk melihat motivasi belajar, efikasi diri, dan minat belajar siswa setelah mengikuti kegiatan pembelajaran PBL dengan media digital. Teknik analisis data yang digunakan dalam penelitian ini adalah deskriptif kuantitatif, yaitu tes untuk membandingkan kelas eksperimen dan kontrol. Penerapan media pembelajaran digital dalam pembelajaran kelompok dapat meningkatkan kemampuan berpikir kritis, motivasi belajar, self-efficacy, dan minat belajar matematika siswa.

Improving the quality of education must always be carried out through the learning process in the classroom. Good learning relies heavily on student interaction with the learning process. This research aims to determine the effectiveness of PBL (problem-based learning) through digital in-shot learning media to improve students' critical thinking skills, motivation, self-efficacy, and interest in learning. The research method used in this research is a Quasi-Experimental research method. The population in this study were all secondary school students in Pekanbaru, Riau Province. The sample in this study was chosen purposively. Data collection techniques in this research are test and non-test. The test is in the form of questions designed for C4 and C5 levels of thinking, while the non-test is in the form of an observation sheet to see students' learning motivation, self-efficacy, and interest in learning after participating in PBL learning activities with digital media. The data analysis technique used in this research is descriptive quantitative, a test to compare the experimental and control classes. Applying digital learning media in group learning can improve students' critical thinking skills, learning motivation, self-efficacy, and interest in mathematics.

References

Afriansyah, E. A., Herman, T., Turmudi, & Dahlan, J. A. (2021, February). Critical thinking skills in mathematics. In Journal of Physics: Conference Series (Vol. 1778, No. 1, p. 012013). IOP Publishing.

Alafgani, M., & Purwandari, E. (2019). Self-efficacy, academic motivation, self-regulated learning and academic achievement. Jurnal Psikologi Pendidikan Dan Konseling: Jurnal Kajian Psikologi Pendidikan Dan Bimbingan Konseling, 5(2), 104. https://doi.org/10.26858/jppk.v5i2.10930

Amir, Z., Risnawati, Nurdin, E., Azmi, M., & Andrian, D. (2021). The Increasing of Math Adversity Quotient in Mathematics Cooperative Learning Through Metacognitive. International Journal of Instruction, 14(4), 841–856. https://doi.org/https://doi.org/10.29333/iji.2021.14448a

Andres, H. P. (2019). Active teaching to manage course difficulty and learning motivation. Journal of Further and Higher Education, 43(2), 220–235. https://doi.org/10.1080/0309877X.2017.1357073

Angraini, L. M., Susilawati, A., Noto, M. S., Wahyuni, R., & Andrian, D. (2024). Augmented Reality for Cultivating Computational Thinking Skills in Mathematics Completed with Literature Review, Bibliometrics, and Experiments for Students. Indonesian Journal of Science and Technology, 9(1), 225–260. https://doi.org/10.17509/ijost.v9i1.67258

Bektaş, F., Kılınç, A. Ç., & Gümüş, S. (2020). The effects of distributed leadership on teacher professional learning: mediating roles of teacher trust in principal and teacher motivation. Educational Studies, 00(00), 1–23. https://doi.org/10.1080/03055698.2020.1793301

Chan, S., Maneewan, S., & Koul, R. (2021). Teacher educators’ teaching styles: relation with learning motivation and academic engagement in pre-service teachers. Teaching in Higher Education, 1–22. https://doi.org/10.1080/13562517.2021.1947226

Christiansen, I. M., & Erixon, E. L. (2021). Opportunities to learn mathematics pedagogy and learning to teach mathematics in Swedish mathematics teacher education: A survey of student experiences. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2021.2019216

Dalitz, J. W. (2021). Checkpoints for online mathematics students with learning challenges. International Journal of Mathematical Education in Science and Technology, 1–15. https://doi.org/10.1080/0020739X.2021.1998686

Falcon, S., Alonso, J. B., & Leon, J. (2023). Teachers’ engaging messages, students’ motivation to learn and academic performance: The moderating role of emotional intensity in speech. Teaching and Teacher Education, 136. https://doi.org/10.1016/j.tate.2023.104375

García-Moya, I., Díez, M., & Paniagua, C. (2023). Stress of school performance among secondary students: The role of classroom goal structures and teacher support. Journal of School Psychology, 99. https://doi.org/10.1016/j.jsp.2023.05.005

Gashaj, V., Thaqi, Q., Mast, F. W., & Roebers, C. M. (2023). Foundations for future math achievement: Early numeracy, home learning environment, and the absence of math anxiety. Trends in Neuroscience and Education, 33. https://doi.org/10.1016/j.tine.2023.100217

Ge, Z. (2019). Does mismatch between learning media preference and received learning media bring a negative impact on Academic performance ? An experiment with e-learners. Interactive Learning Environments, 0(0), 1–17. https://doi.org/10.1080/10494820.2019.1612449

Hamid, A., Saputro, S., Ashadi, & Masykuri, M. (2021). Analysis of critical-creative thinking styles and their implications on self efficacy teacher pree service. Journal of Physics: Conference Series, 1760(1), 8–11. https://doi.org/10.1088/1742-6596/1760/1/012033

Harsy, A., Carlson, C., Klamerus, L., & Carlson, C. (2020). An Analysis of the Impact of Mastery-based Testing in Mathematics Courses An Analysis of the Impact of Mastery-based Testing in Mathematics Courses. PRIMUS, 0(0), 1–30. https://doi.org/10.1080/10511970.2020.1809041

Hennebry, M., & Gao, X. (2021). Interactions between medium of instruction and language learning motivation. International Journal of Bilingual Education and Bilingualism, 24(7), 976–989. https://doi.org/10.1080/13670050.2018.1530190

Hikmah, S. (2021). Hubungan kecerdasan numerik dan minat belajar terhadap kemampuan penalaran matematis siswa SMP. Jurnal Ilmiah Matematika Realistik, 2(1), 33–39.

Johnson, J., Misch, E., Chung, M. T., Hotaling, J., Folbe, A., Svider, P. F., Cabrera-Muffly, C., & Johnson, A. P. (2021). Flipping the Classroom: An Evaluation of Teaching and Learning Strategies in the Operating Room. Annals of Otology, Rhinology and Laryngology, 1–6. https://doi.org/10.1177/00034894211036859

Khan, T., Johnston, K., & Ophoff, J. (2019). The Impact of an Augmented Reality Application on Learning Motivation of Students. Advances in Human-Computer Interaction, 3(1), 1–14. https://doi.org/10.1155/2019/7208494

Kurnianto, B., & Haryani, S. (2019). Critical Thinking Skills and Learning Outcomes by Improving Motivation in the Model of Flipped Classroom. Journal of Primary Education, 8(6), 282–291.

Kyaruzi, F., & Kyaruzi, F. (2021). Impact of gender on sources of students ’ self- efficacy in Mathematics in Tanzanian secondary schools Tanzanian secondary schools. International Journal of School & Educational Psychology, 00(00), 1–14. https://doi.org/10.1080/21683603.2021.1945512

Liu, S., & Hallinger, P. (2018). Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China: Testing a Mediated-Effects Model. Educational Administration Quarterly, 54(4), 501–528. https://doi.org/10.1177/0013161X18769048

Lombardi, C. M., Casey, B. M., Pezaris, E., Jong, M., Mcpherran, C., Casey, B. M., & Pezaris, E. (2019). Longitudinal Analysis of Associations between 3-D Mental Rotation and Mathematics Reasoning Skills during Middle School : Across and within Genders Longitudinal Analysis of Associations between 3-D Mental Rotation and Mathematics Reasoning Skills during Middle. Journal of Cognition and Development, 0(0), 1–23. https://doi.org/10.1080/15248372.2019.1614592

Mabruri, H., Ahmadi, F., & Suminar, T. (2019). The Development of Science Mobile Learning Media to Improve Primary Students Learning Achievements. Journal of Primary Education, 8(1), 108–116.

Matsun, M., Darmawan, H., & Fitriyanti, L. (2019). Pengembangan Media Pembelajaran Fisika Berbasis Macromedia Flash Topik Bahasan Pesawat Sederhana. Jurnal Pendidikan Matematika Dan IPA, 10(1), 30. https://doi.org/10.26418/jpmipa.v10i1.25861

Moreira-Fontán, E., García-Señorán, M., Conde-Rodríguez, Á., & González, A. (2019). Teachers’ ICT-related self-efficacy, job resources, and positive emotions: Their structural relations with autonomous motivation and work engagement. Computers and Education, 134, 63–77. https://doi.org/10.1016/j.compedu.2019.02.007

Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 International Results in Mathematics and Science. Retrieved from

Mulyadi, R., & Afriansyah, E. A. (2022). Pengaruh literasi digital terhadap kemandirian belajar matematika siswa. Math Didactic: Jurnal Pendidikan Matematika, 8(2), 183-191.

Nagel, M., Reichert-schlax, J., Zlatkin-troitschanskaia, O., Klose, V., Weber, M., & Roeper, J. (2021). Studies in Higher Education The relationship between medical students ’ media use and learning progress. Studies in Higher Education, 0(0), 1–11. https://doi.org/10.1080/03075079.2021.1953334

Niemi, H., & Niu, S. J. (2021). Digital Storytelling Enhancing Chinese Primary School Students’ Self-Efficacy in Mathematics Learning. Journal of Pacific Rim Psychology, 15. https://doi.org/10.1177/1834490921991432

Ning, B. (2020). Discipline , motivation , and achievement in mathematics learning : An exploration in Shanghai. School Psychology International, 1–17. https://doi.org/10.1177/0143034320961465

OECD. (2018). PISA 2018 Worldwide Ranking – average score of mathematics, science and reading.

Puspitasari, N., Sofyan, D., Handriani, R. T. S., & Maharani, R. P. (2023). Improving Junior High School Students' Ability to Ask Mathematical Problems through the Use of Geogebra-Based Learning Media. Mosharafa: Jurnal Pendidikan Matematika, 12(4), 937-946.

Rafiola, R. H., Setyosari, P., Radjah, C. L., & Ramli, M. (2020). The effect of learning motivation, self-efficacy, and blended learning on students’ achievement in the industrial revolution 4.0. International Journal of Emerging Technologies in Learning, 15(8), 71–82. https://doi.org/10.3991/ijet.v15i08.12525

Ramadoni, & Admulya, B. I. (2023). Model Problem Based Learning terhadap Kemampuan Pemecahan Masalah Matematis Siswa. Plusminus: Jurnal Pendidikan Matematika, 3(2), 333-344.

Rehman, A. U., Bhuttah, T. M., & You, X. (2020). Linking burnout to psychological well-being: The mediating role of social support and learning motivation. Psychology Research and Behavior Management, 13, 545–554. https://doi.org/10.2147/PRBM.S250961

Rezeki, S., Andrian, D., & Safitri, Y. (2021). Mathematics and cultures: A new concept in maintaining cultures through the development of learning devices. International Journal of Instruction, 14(3), 375–392. https://doi.org/10.29333/iji.2021.14322a

Rezeki, S., Andrian, D., Wahyuni, A., & Nuhkholisah, H. (2020). The sustainability concept of Riau cultures through development of mathematics learning devices based on Riau folklore at elementary schools The sustainability concept of Riau cultures through development of mathematics learning devices based on Riau folk. Journal of Physics: Conference Series PAPER, 1–11. https://doi.org/10.1088/1742-6596/1538/1/012066

Rinaldi, E., & Afriansyah, E. A. (2019). Perbandingan kemampuan pemecahan masalah matematis siswa antara problem centered learning dan problem based learning. NUMERICAL: Jurnal Matematika dan Pendidikan Matematika, 9-18.

Rodríguez, M., Díaz, I., Gonzalez, E. J., & González-Miquel, M. (2019). Motivational active learning: An integrated approach to teaching and learning process control. Education for Chemical Engineers, 24(1), 7–12.

Rutherford, T., Duck, K., Rosenberg, J. M., Patt, R., Rutherford, T., Duck, K., Rosenberg, J. M., Patt, R., Rosenberg, J. M., & Patt, R. (2021). Leveraging mathematics software data to understand student learning and motivation during the COVID-19 pandemic. Journal of Research on Technology in Education, 0(0), 1–38. https://doi.org/10.1080/15391523.2021.1920520

Shi, Y., Tong, M., & Long, T. (2021). Investigating relationships among blended synchronous learning environments, students’ motivation, and cognitive engagement: A mixed methods study. Computers & Education, 168, 104193. https://doi.org/10.1016/j.compedu.2021.104193

Susanti, E., Waluya, S. B., & Masrukan. (2020). Analysis of Creative Thinking Ability Based on Self-Regulation in Model Eliciting Activity Learning with Performance Assessment. Unnes Journal of Mathematics Education Research, 9(2), 208–215. https://journal.unnes.ac.id/sju/index.php/ujmer/article/view/34021

Tokan, M. K., & Imakulata, M. M. (2019). The effect of motivation and learning behaviour on student achievement. South African Journal of Education, 39(1), 1–8. https://doi.org/10.15700/saje.v39n1a1510

Tossavainen, T., Rensaa, R. J., Haukkanen, P., & Johansson, M. (2020). First-year engineering students ’ mathematics task performance and its relation to their motivational values and views about mathematics. European Journal of Engineering Education, 0(0), 1–14. https://doi.org/10.1080/03043797.2020.1849032

Tuen Veronica Leung, W., Yee Tiffany Tam, T., Pan, W. C., Wu, C. Da, Candice Lung, S. C., & Spengler, J. D. (2019). How is environmental greenness related to students’ academic performance in English and Mathematics? Landscape and Urban Planning, 181(1), 118–124. https://doi.org/10.1016/j.landurbplan.2018.09.021

Wakhata, R., Mutarutinya, V., & Balimuttajjo, S. (2023). Dataset on the relationship between students’ attitude towards, and performance in mathematics word problems, mediated by active learning heuristic problem-solving approach. Data in Brief, 48. https://doi.org/10.1016/j.dib.2023.109055

Wood, A. K., Bailey, T. N., Galloway, R. K., Hardy, J. A., & Sangwin, C. J. (2021). Lecture capture as an element of the digital resource landscape - a qualitative study of flipped and non – flipped classrooms ABSTRACT. Technology, Pedagogy and Education, 00(00), 1–16. https://doi.org/10.1080/1475939X.2021.1917449

Wu, T. T., & Wu, Y. T. (2020). Applying project-based learning and SCAMPER teaching strategies in engineering education to explore the influence of creativity on cognition, personal motivation, and personality traits. Thinking Skills and Creativity, 35(January), 100631. https://doi.org/10.1016/j.tsc.2020.100631

Yang, J. C., & Quadir, B. (2018). Individual differences in an English learning achievement system: gaming flow experience, gender differences and learning motivation. Technology, Pedagogy and Education, 27(3), 351–366. https://doi.org/10.1080/1475939X.2018.1460618

Yang, K., & Chen, H. (2021). What increases learning retention : employing the prediction-observation-explanation learning strategy in digital game-based learning. Interactive Learning Environments, 0(0), 1–16. https://doi.org/10.1080/10494820.2021.1944219

You, S., Kim, E. K., Lim, S. A., & Dang, M. (2021). Student and Teacher Characteristics on Student Math Achievement. Journal of Pacific Rim Psychology, 15(1), 1–5. https://doi.org/10.1177/1834490921991428

Zhou, S., Zhou, W., & Traynor, A. (2020). Parent and teacher homework involvement and their associations with students’ homework disaffection and mathematics achievement. Learning and Individual Differences, 77(February 2019), 101780. https://doi.org/10.1016/j.lindif.2019.101780

Zulnaidi, H., Oktavika, E., & Hidayat, R. (2020). Effect of use of GeoGebra on achievement of high school mathematics students. Education and Information Technologies, 25(1), 51–72. https://doi.org/10.1007/s10639-019-09899-y