Mathematical Problem-Solving Ability Within The Osborn Model Using The Brainstorming Technique: A Self-Efficacy Perspective

Abstract

This study aimed to analyze the quality of the Osborn learning model combined with the brainstorming technique regarding students' mathematical problem-solving abilities; the influence of self-efficacy on these abilities within this learning model; and the students' mathematical problem-solving performance based on their self-efficacy levels. A mixed-methods approach with a sequential explanatory design was employed. The study population consisted of eighth-grade students at SMP Pangudi Luhur Domenico Savio Semarang. Research subjects were selected based on self-efficacy levels—categorized as high, medium, and low. Instruments used included a self-efficacy questionnaire, a mathematical problem-solving ability test, and interview guidelines. The results indicate that the Osborn learning model with the brainstorming technique is of high quality and effective; self-efficacy positively influences students' mathematical problem-solving abilities within this model; and regarding performance based on self-efficacy levels: (1) students with high self-efficacy mastered all problem-solving stages excellently; (2) students with medium self-efficacy were able to solve problems but lacked thoroughness during the "review" stage; and (3) students with low self-efficacy were only able to comprehend the problem without successfully completing the solution plan.