Enhancement Mathematical Problem Solving Skill and Achievement Self Efficacy Through Thinking Actively in A Social Context Learning Model Wieka Septiyana (a*), Endang Cahya Mulyaning Asih (b) and Dadan Dasari (b)
Departement of Mathematics Education, Universitas Pendidikan Indonesia, Jl Dr. Setiabudhi 229, Bandung 40154, Indonesia
*wiekaseptiyana[at]student.upi.edu
Abstract
The low ability of mathematical problem solving and the importance of self efficacy for the students become the basis of this research. The TASC learning model is one of the learning models that was expected to overcome the problem. This study aims to examine the ability of mathematical problem solving and self efficacy. The design used non-equivalent control group design and the subjects were students of grade VII in one of junior high school in Bandung. The instruments were used the problem solving tests and self efficacy scales. At the 0.05 significance level, it can be concluded that: a) The enhancement of students mathematical problem solving ability who recieved TASC learning model is significantly higher than the students who received the usual learning reviewed by overall students and medium early mathematical ability; b) The achievement of mathematical self efficacy of students who received TASC learning model is better than the students who received the usual learning reviewed by overall students and medium early mathematical ability. The use of questions that explore students ideas and questions that guide students to decide decisions for medium early mathematical abillity students should be more diverse to develop students skills in determining problem-solving strategies.
Keywords: Thinking actively in a social context learning Model; Mathematical problem solving; self efficacy
