PENGARUH MODEL PROBLEM SOLVING BERBANTUAN GEOGEBRA TERHADAP KEMAMPUAN BERPIKIR MATEMATIS DITINJAU DARI SELF EFFICACY

NAFILAH SALIM AHMAD, . (2026) PENGARUH MODEL PROBLEM SOLVING BERBANTUAN GEOGEBRA TERHADAP KEMAMPUAN BERPIKIR MATEMATIS DITINJAU DARI SELF EFFICACY. Magister thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini dilakukan karena masih rendahnya kemampuan siswa dalam berpikir matematisnya, dan masih awam terhadap kemampuan ini. Adapun tujuan penelitian ini adalah untuk mengetahui perngaruh Model Problem Solving berbantuan GeoGebra terhadap kemampuan berpikir matematis siswa ditinjau dari Self Efficacy pada siswa kelas V sekolah dasar di Kecamatan Cakung. Penelitian ini dilakukan di SDN Jatinegara 03 dan SDN Jatinegara 05 Pagi dengan sampel keseluruhan 108 siswa pada kelas V tahun ajaran 2025/2026. Metode yang digunakan adalah kuasi eksperimen dengan desain treatment by level 2x2. Data dikumpulkan menggunakan tes kemampuan berpikir matematis dan angket Self Efficacy, kemudian dianalisis menggunakan Anova dua jalur dengan berbantuan aplikasi Jamovi 2.6.44. Hasil penelitian menunjukkan bahwa: 1) kemampuan berpikir matematis siswa yang menggunakan model Problem Solving berbantuan GeoGebra lebih tinggi dibandingkan siswa yang belajar dengan eksporsitori; 2) kemampuan berpikir matematis siswa dengan Self Efficacy tinggi lebih tinggi dibandingan dengan Self Efficacy rendah; 3) terdapat interaksi antara model pembelajaran dengan Self Efficacy terhadap kemampuan berpikir matematis siswa; 4) siswa dengan Self Efficacy tinggi yang belajar dengan Problem Solving berbantuan GeoGebra memiliki kemampuan berpikir matematis lebih tinggi dibandingkan dengan siswa dengan Self Efficacy tinggi yang belajar dengan ekspositori; 5) siswa dengan Self Efficacy rendah yang belajar dengan Problem Solving berbantuan GeoGebra memiliki kemampuan berpikir matematis lebih rendah dibandingkan dengan siswa yang menggunakan ekspositori; 6) pada kelompok Problem Solving berbantuan GeoGebra, siswa dengan Self Efficacy tinggi memiliki kemampuan berpikir matematis lebih tinggi dibandingkan dengan Self Efficacy rendah; dan 7) pada kelompok pembelajaran ekspositori, siswa dengan Self Efficacy rendah memiliki kemampuan berpikir matematis lebih tinggi dibandingkan siswa dengan Self Efficacy tinggi. Kesimpulan penelitian ini menunjukkan bahwa Problem Solving berbantuan GeoGebra berpengaruh terhadap peningkatan kemampuan koneksi matematis siswa dibandingkan dengan pembelajaran ekspositori, terutama pada siswa yang memiliki Self Efficacy tinggi. Implikasi penelitian ini adalah perlunya guru mempertimbangkan tingkat Self Efficacy siswa dalam menerapkan Problem Solving berbantuan GeoGebra agar pembelajaran matematika berlangsung lebih efektif dan memberikan hasil yang optimal. **** This study was conducted due to the still low level of students’ mathematical thinking skills and their limited familiarity with this ability. The purpose of this study is to determine the effect of the GeoGebra-Assisted Problem Solving Model assisted by GeoGebra on students’ mathematical thinking skills as viewed through the lens of self-efficacy among fifth-grade elementary school students in Cakung Subdistrict. This study was conducted at SDN Jatinegara 03 and SDN Jatinegara 05 with a total sample of 108 fifth-grade students during the 2025/2026 school year. The method used was a quasi-experimental design with a 2x2 treatment-by-level design. Data were collected using a mathematical thinking skills test and a Self-Efficacy questionnaire, then analyzed using a two-way ANOVA with the assistance of the Jamovi 2.6.44 application. The results of the study indicate that: 1) the mathematical thinking skills of students using the GeoGebra-assisted Problem Solving model assisted by GeoGebra were higher than those of students who learned through the expository method; 2) the mathematical thinking skills of students with high Self-Efficacy were higher than those with low Self-Efficacy; 3) There is an interaction between the learning model and self-efficacy on students’ mathematical thinking skills; 4) Students with high self-efficacy who learn through problem-solving aided by GeoGebra have higher mathematical thinking skills compared to students with high self-efficacy who learn through expository instruction; 5) Students with low self-efficacy who learn through GeoGebra-assisted problem-solving have lower mathematical thinking abilities compared to students who use the expository method; 6) in the GeoGebra-assisted problem-solving group, students with high self-efficacy have higher mathematical thinking abilities compared to those with low self-efficacy; and 7) in the expository learning group, students with low self-efficacy have higher mathematical thinking abilities compared to students with high self-efficacy. The conclusions of this study indicate that GeoGebra-assisted problem-solving has a positive effect on improving students’ mathematical connection skills compared to expository instruction, particularly among students with high self-efficacy. The implications of this study are that teachers need to consider students’ levels of self-efficacy when implementing GeoGebra-assisted problem-solving to ensure that mathematics instruction is more effective and yields optimal results.

Item Type:	Thesis (Magister)
Additional Information:	1). Prof. Dr. Iva Sarifah, M.Pd. ; 2). Prof. Dr. Ika Lestari, S.Pd., M.Si.
Subjects:	Pendidikan > Pendidikan Dasar Pendidikan > Pendidikan Dasar > Pendidikan Anak
Divisions:	FIP > S2 Pendidikan Dasar
Depositing User:	Nafilah Salim Ahmad .
Date Deposited:	18 Aug 2026 01:35
Last Modified:	18 Aug 2026 01:35
URI:	http://repository.unj.ac.id/id/eprint/71478

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