Mathematical Modeling Problem Solving Viewed from Students’ Mathematical Self-Concept on Means-Ends Analysis Based on Blended Learning
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Aug 31, 2023
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Abstract
Students are less able to work on mathematical problems due to difficulties understanding information and connecting real problems into mathematical models, resulting in low problem-solving abilities and mathematical self-concept. This study aims to (1) determine students’ problem solving ability with mathematical modeling through the Means-Ends Analysis (MEA) model based on blended learning to achieve classical completeness (2) to determine students’ problem solving ability with mathematical modeling through the MEA model based on blended learning and online PBL learning, (3) to determine the effect of mathematical self-concept on students’ problem solving abilities, (4) describe the students’ problem solving ability with mathematical modeling based on the mathematical self-concept. The research method used was a mixed-method. The population of this study was students of class VIII Junior High School 2 Purbalingga in the academic year 2021/2022, with students of class VIII B (experimental group) and VIII H (control group) taken by simple random sampling method. In the qualitative study, six subjects were taken from the experimental group using purposive sampling. The results showed that the problem-solving ability with mathematical modeling through the MEA model based on blended learning had not yet achieved classical completeness, but the test results with this model were better than the results of the online PBL model. Mathematical self-concept has a positive effect on students' problem solving abilities by 41.3%. Previously, subjects with high mathematical self-concept tended to fulfill all indicators of problem solving ability with mathematical modeling, while subjects with mathematical self-concept tended to have different achievement indicators.
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How to Cite
Nurochmah, Y., & Kharisudin, I. (2023). Mathematical Modeling Problem Solving Viewed from Students’ Mathematical Self-Concept on Means-Ends Analysis Based on Blended Learning. Unnes Journal of Mathematics Education, 12(2), 167-176. https://doi.org/10.15294/ujme.v12i2.74003
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Rahmawati, D., Darmawijoyo, & Hapizah. (2018). Desain pembelajaran materi fungsi linier menggunakan pemodelan matematika. Aksioma Jurnal Pendidikan Matematika FKIP Univ. Muhammadiyah Metro, 7(1), 65 – 81. https://doi.org/10.24127/ajpm.v7i1.1311
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Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-Concept: Validation of Construct Interpretations. Review of Educational Research, 46(3), 407–441. https://doi.org/10.3102/00346543046003407
Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Alfabeta.
Sulistiyoningsih, T., Kartono, & Mulyono. (2015). Pbl bernuansa adiwiyata dengan blended learning untuk meningkatkan kemampuan pemecahan masalah dan karakter peduli lingkungan. Unnes Journal of Mathematics Education Research, 4(2), 84–92.
Susilawati, S., Pujiastuti, H., & Sukirwan, S. (2020). Analisis Kemampuan Berpikir Kreatif Matematis Ditinjau Dari Self-Concept Matematis Siswa. Jurnal Cendekia : Jurnal Pendidikan Matematika, 4(2), 512–525. https://doi.org/10.31004/cendekia.v4i2.244
Wilkins, J. L. M. (2010). Mathematics and Science Self-Concept. The Journal of Experimental Education, 72(4), 331–346. https://doi.org/10.3200/JEXE.72.4.331-346
Wu, J., & Cheung, H. Y. (2012). The Relations Of Academic Cheating With Academic Self-Concept And Perceived Autonomy Support Among Chinese University Students. In K. Gana (Ed.), Psichology of Self-Concept (pp. 61–72). Nova Science Publishers, Inc.
Yanti, F. N., Sugiharta, I., & Farida. (2019). Analisis Kemampuan Pemecahan Masalah Matematis : Dampak Blended Learning Menggunakan Edmodo. Desimal: Jurnal Matematika, 2(2), 173–180. https://doi.org/10.24042/djm.v2i2.4035
Ayodele, O. J. (2011). Self-concept and performance of secondary school students in mathematics. Journal Od Education and Developent Psychology, 1(1), 176–183. https://doi.org/10.5539/jedp.v1n1p176
Blum, W. (2015). Quality Teaching of Mathematical Modelling: What Do We Know, What Can We Do? The Proceedings of the 12th International Congress on Mathematical Education, 73–96. https://doi.org/10.1007/978-3-319-12688-3
Budiyono, F. (2020). Implementasi Blended Learning di Masa Pandemi Covid 19. Prosiding Diskusi Daring Tematik Nasional 2020 “Pendidikan Di Masa Pandemi: Menelaah Dari Daerah,” September, 9-12. Malang.
Chaeruman, A. U., Wibawa, B., & Syahrial, Z. (2018). Creating a blended learning model for online learning system in Indonesia. International Journal of Engineering & Technology, 7(3.36), 156. https://doi.org/10.14419/ijet.v7i3.36.29098
Creswell, J. W., & Creswell, J. D. (2018). Research Design Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). SAGE Publications, Inc.
Elita, G. S., Habibi, M., Putra, A., & Ulandari, N. (2019). Pengaruh pembelajaran problem based learning dengan pendekatan metakognisi terhadap kemampuan pemecahan masalah matematis. Mosharafa: Jurnal Pendidikan Matematika, 8(September), 447–458. https://doi.org/10.31980/mosharafa.v8i3.517
Gourgey, A. F. (1982). Development of a Scale for the Measurement of Self-Concept in Mathematics.
Juanda, M., Johar, R., & Ikhsan, M. (2014). Peningkatan Kemampuan Pemecahan Masalah dan Komunikasi Matematis Siswa SMP melalui Model Pembelajaran Means-ends Analysis ( MeA ). Jurnal Kreano, 5(2), 105–113. https://doi.org/10.15294/kreano.v5i2.3322
Kharisudin, I., & Cahyati, N. E. (2019). Problem-solving ability using mathematical modeling strategy on model eliciting activities based on mathematics self-concept Problem-solving ability using mathematical modeling strategy on model eliciting activities based on mathematics self-concept. Journal of Physics: Conference Series, 1–7. https://doi.org/10.1088/1742-6596/1567/3/032067
Maciejewski, W. (2016). Future-Oriented Thinking and Activity in Mathematical Problem Solving. In P. Liljedahl & M. Santos-Trigo (Eds.), Mathematical Problem Solving Current Themes, Trends, and Research (pp. 21–38). ICME-13 Monographs.
Mariani, Y., & Susanti, E. (2019). Kemampuan Pemecahan Masalah Siswa Menggunakan Model Pembelajaran Mea (Means Ends Analysis). Lentera Sriwijaya : Jurnal Ilmiah Pendidikan Matematika, 1(1), 13–26. https://doi.org/10.36706/jls.v1i1.9566
Mulasari, M. R., Wulandari, I., & Putra, M. (2020). Model pembelajaran means ends analysis terhadap hasil belajar matematika siswa SD. Jurnal Pedagogi Dan Pembelajaran, 3(3), 358–366. https://doi.org/10.23887/jp2.v3i3.25812
Musriandi, R. (2017). Hubungan Antara Self-Concept Kemampuan Pemecahan Masalah Matematis Siswa. Jurnal Dedikasi Pendidikan, 1(2), 150–160.
NCTM. (2000). Principles and Standards for School Mathematics. The National Council of Teachers of Mathematics, Inc.
Novriani, M. R., & Surya, E. (2018). Analysis of Student Difficulties in Mathematics Problem Solving Ability at MTs SWASTA IRA Medan. International Journal of Sciences: Basic and Applied Research (IJSBAR), 33(July 2017), 37–63.
Nurhadi, M. (2017). Pengaruh Strategi Means-Ends Analysis dalam Meningkatkan Kemampuan Penalaran Matematis Siswa Sekolah Menengah Pertama. Jurnal Penelitian Dan Pembelajaran Matematika, 10(1), 89–98. https://doi.org/http://dx.doi.org/10.30870/jppm.v10i1.1201
Nurliastuti, E., Dewi, N. R., & Priyatno, S. (2018). Penerapan Model PBL Bernuansa Etnomatematika untuk Meningkatkan Kemampuan Pemecahan Masalah Matematis dan Motivasi Belajar Siswa. PRISMA 1, 1, 99–104.
OECD. (2018). PISA 2018 Results What Students Know And Can Do Volume I: Vol. I. OECH Publishing. https://doi.org/10.1787/5f07c754-en
Peteros, E., Gamboa, A., Etcuban, J. O., Dinauanao, A., Sitoy, R., & Arcadio, R. (2020). Factors Affecting Mathematics Performance of Junior High School Students. International Electronic Journal of Mathematics Education, 15(1), 1–13. https://doi.org/10.29333/iejme/5938
Pietro, D., Costa, P., & Karpiński, Z. (2020). The likely impact of COVID-19 on education : Reflections based on the existing literature and recent international datasets. Luxembourg: Publications Office of the European Union. https://doi.org/10.2760/126686
Polya, G. (1973). Polya How To Solve It. Princeton University Press.
Rahmawati, D., Darmawijoyo, & Hapizah. (2018). Desain pembelajaran materi fungsi linier menggunakan pemodelan matematika. Aksioma Jurnal Pendidikan Matematika FKIP Univ. Muhammadiyah Metro, 7(1), 65 – 81. https://doi.org/10.24127/ajpm.v7i1.1311
Santos, M. L. K. P., Dias, R. V, & Belecina, R. R. (2015). Mathematical modeling : effects on problem solving performance and math anxiety of students. International Letters of Social and Humanistic Sciences, 65, 103–115. https://doi.org/10.18052/www.scipress.com/ILSHS.65.103
Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Self-Concept: Validation of Construct Interpretations. Review of Educational Research, 46(3), 407–441. https://doi.org/10.3102/00346543046003407
Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Alfabeta.
Sulistiyoningsih, T., Kartono, & Mulyono. (2015). Pbl bernuansa adiwiyata dengan blended learning untuk meningkatkan kemampuan pemecahan masalah dan karakter peduli lingkungan. Unnes Journal of Mathematics Education Research, 4(2), 84–92.
Susilawati, S., Pujiastuti, H., & Sukirwan, S. (2020). Analisis Kemampuan Berpikir Kreatif Matematis Ditinjau Dari Self-Concept Matematis Siswa. Jurnal Cendekia : Jurnal Pendidikan Matematika, 4(2), 512–525. https://doi.org/10.31004/cendekia.v4i2.244
Wilkins, J. L. M. (2010). Mathematics and Science Self-Concept. The Journal of Experimental Education, 72(4), 331–346. https://doi.org/10.3200/JEXE.72.4.331-346
Wu, J., & Cheung, H. Y. (2012). The Relations Of Academic Cheating With Academic Self-Concept And Perceived Autonomy Support Among Chinese University Students. In K. Gana (Ed.), Psichology of Self-Concept (pp. 61–72). Nova Science Publishers, Inc.
Yanti, F. N., Sugiharta, I., & Farida. (2019). Analisis Kemampuan Pemecahan Masalah Matematis : Dampak Blended Learning Menggunakan Edmodo. Desimal: Jurnal Matematika, 2(2), 173–180. https://doi.org/10.24042/djm.v2i2.4035