Nearpod-Assisted PBL on Integration Techniques: Mathematical Problem-Solving and Self-Confidence
DOI:
https://doi.org/10.31980/mosharafa.v14i2.2997Keywords:
Mathematical Problem Solving Ability, Engineering Materials, Nearpod, Self ConfidenceAbstract
Abstrak
Kurangnya keterlibatan aktif mahasiswa dapat menghambat perkembangan pemecahan masalah matematis. Inovasi dalam pembelajaran diperlukan untuk meningkatkan percaya diri, yang berhubungan erat dengan kemampuan pemecahan masalah matematis. Penelitian ini bertujuan mengetahui hubungan antara tingkat percaya diri mahasiswa dengan kemampuan pemecahan masalah matematis dalam konteks penggunaan Nearpod dan model Pembelajaran Berbasis Masalah (PBL). Metode penelitian yaitu kualitatif dengan strategi studi kasus, berfokus pada mahasiswa yang mengikuti mata kuliah Kalkulus Integral di Program Studi Pendidikan Matematika Universitas Islam Nusantara. Teknik pengumpulan data melibatkan wawancara, observasi, dokumentasi, dan angket. Data dianalisis melalui proses pengumpulan, reduksi, penyajian, dan penarikan kesimpulan. Temuan penelitian menunjukkan mahasiswa dengan tingkat percaya diri tinggi menunjukkan kemampuan pemecahan masalah matematis yang tinggi hingga sedang, mahasiswa dengan percaya diri sedang menunjukkan kemampuan yang bervariasi dari tinggi hingga rendah, dan mahasiswa dengan percaya diri rendah cenderung menunjukkan kemampuan pemecahan masalah matematis yang sedang hingga rendah. Implikasi penelitian yaitu pentingnya merancang pembelajaran berbantuan teknologi yang dapat meningkatkan percaya diri mahasiswa, sehingga akan meningkatkan kemampuan pemecahan masalah matematis.
Abstract
Lack of active student involvement can hinder the development of mathematical problem-solving. Innovation in learning is needed to increase self-confidence, which is closely related to mathematical problem-solving ability. This study aims to determine the relationship between students' self-confidence levels and mathematical problem-solving abilities in the context of using Nearpod and the Problem-Based Learning (PBL) model. The research method is qualitative with a case study strategy, focusing on students taking the Integral Calculus course in the Mathematics Education Study Program at Universitas Islam Nusantara. Data collection techniques include interviews, observations, documentation, and questionnaires. Data are analyzed through the processes of collection, reduction, presentation, and drawing conclusions. The research findings show that students with high self-confidence show high to moderate mathematical problem-solving abilities, students with moderate self-confidence show abilities that vary from high to low, and students with low self-confidence tend to show moderate to low mathematical problem-solving abilities. The implications of this research are the importance of designing technology-assisted learning that can increase student self-confidence, thereby improving mathematical problem-solving abilities.
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