THE EFFECT OF GIVING ILL-STRUCTURED MATH PROBLEM AND WELL-STRUCTURED MATH PROBLEM ON THE SELF-EFFICACY OF JUNIOR HIGH SCHOOL STUDENTS

  • Indri Aninda Rahmasari Surabaya State University
  • Susanah Susanah Surabaya State University
DOI: https://doi.org/10.30598/jupitekvol5iss1pp42-49
Keywords: ill-structured problem, self-efficacy, well-structured problem

Abstract

This study aimed to determine the effect of giving ill-structured problems and well-structured problems to students' self-efficacy. The study population was class VIII students at Junior High School 1 Ngawen Blora which consisted of an experimental class and a control class with the selection of samples using purposive sampling technique. This research is a quantitative research with a comparative problem formulation that compares the increase in self-efficacy between students who are given well-structured math problems and ill-structured math problems. The data analysis technique used was t-test dependent and t-test independent. The results showed that: 1) there is an effect of giving ill-structured math problems on students' self-efficacy at a significant level of 0.05; 2) there isn’t an effect of giving well-structured math problems on students' self-efficacy at a significant level of 0.05; 3) there is a difference in changes in student self-efficacy between giving ill-structured math problems and giving well-structured math problems at a significant level of 0.05

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Published
2022-06-16
How to Cite
Rahmasari, I., & Susanah, S. (2022). THE EFFECT OF GIVING ILL-STRUCTURED MATH PROBLEM AND WELL-STRUCTURED MATH PROBLEM ON THE SELF-EFFICACY OF JUNIOR HIGH SCHOOL STUDENTS. Jurnal Pendidikan Matematika (JUPITEK), 5(1), 42-49. https://doi.org/10.30598/jupitekvol5iss1pp42-49
Issue
Vol 5 No 1 (2022): Jurnal Pendidikan Matematika (JUPITEK)
Section
Articles

Copyright (c) 2022 Indri Aninda Rahmasari, Susanah Susanah

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