HUBUNGAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DAN KEMAMPUAN KOMUNIKASI MATEMATIS DENGAN SELF-CONFIDENCE: STUDI META-ANALISIS

• Main Author: Siti Aisyah, - (Author)
• Format: Book
• Published: 2023-01-31.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/88594/1/T_MTK_2010249_Title.pdf; http://repository.upi.edu/88594/2/T_MTK_2010249_Chapter%201.pdf; http://repository.upi.edu/88594/3/T_MTK_2010249_Chapter%202.pdf; http://repository.upi.edu/88594/4/T_MTK_2010249_Chapter%203.pdf; http://repository.upi.edu/88594/5/T_MTK_2010249_Chapter%204.pdf; http://repository.upi.edu/88594/6/T_MTK_2010249_Chapter%205.pdf; http://repository.upi.edu/88594/7/T_MTK_2010249_Appendix.pdf
• Keywords: L Education (General); QA Mathematics

Penelitian ini bertujuan untuk menganalisis hubungan antara kemampuan pemecahan masalah matematis (KPMM) dengan self-confidence (SC) serta hubungan antara kemampuan komunikasi matematis (KKM) dan self-confidence (SC). Penelitian ini juga menganalisis karakteristik jenjang pendidikan, materi ajar dan demografi siswa yang berpotensi memberikan pengaruh terhadap tingkat hubungan antara kemampuan pemecahan masalah matematis dan self-confidence dan hubungan antara kemampuan komunikasi matematis dan self-confidence. Teknik analisis yang digunakan dalam penelitian ini adalah Meta-Analisis (MA). Sebanyak 16 artikel studi terkait KPMM dengan SC dan 9 artikel terkait KKM dan SC memenuhi kriteria inklusi dan akan dianalisis menggunakan aplikasi Comprehensive Meta-Analysis (CMA) V3.0. Temuan penelitian menyatakan bahwa secara keseluruhan terdapat hubungan yang signifikan antara KPMM dan SC dengan ukuran efek 0,953 dan dikategorikan korelasi kuat. Sedangkan, jika dilihat berdasarkan karakteristik studi jenjang pendidikan dan demografi siswa menunjukkan bahwa karakteristik tersebut bukan faktor yang signifikan menyebabkan perbedaan hubungan antara KPMM dengan SC. Berbeda dengan karakteristik materi ajar yang menunjukkan bahwa karakteristik tersebut merupakan faktor yang signifikan menyebabkan perbedaan hubungan antara KPMM dan SC. Kemudian, pada studi KKM dan SC secara keseluruhan menyatakan bahwa ada hubungan yang signifikan dengan ukuran efek 1,038 yang dikategorikan koreasi kuat. Sedangkan, jika dilihat berdasarkan karakteristik studi jenjang pendidikan, materi ajar dan demografi siswa menunjukkan bahwa ketiga karakteristik tersebut merupakan faktor yang signifikan menyebabkan perbedaan hubungan antara KKM dengan SC. This study aims to analyze the relationship between mathematical problem solving ability (MPSA) and self-confidence (SC) then the relationship between mathematical communication ability (MCA) and self confidence (SC). This study also analyzes the characteristics of educational levels, learning materials and student demographics, which have the potential to influence relationship level between mathematical problem solving ability and self-confidence, then the relationship between mathematical communication ability and self-confidence. In this study, the analytical technique used Meta-Analysis (MA). A total of 16 articles study related to the MPSA with SC and nine articles related to MCA and SC met the inclusion criteria and were analyzed using the Comprehensive Meta-Analysis (CMA) V3.0 application. The research findings stated that overall, there was a significant relationship between MPSA and SC with an effect size of 0.953 which was categorized as a strong correlation. Meanwhile, if seen based on the characteristics of the study of educational levels and student demographics, it shows that these characteristics are not a significant factor causing differences in the relationship between MPSA and SC. In contrast to the characteristics of learning materials which indicate that these characteristics are a significant factor causing differences in the relationship between MPSA and SC. Then, the MCA and SC studies as a whole stated that there was a significant relationship with an effect size of 1.038 which was categorized as a strong correlation. Meanwhile, when viewed based on the characteristics of educational levels, learning materials and student demographics, it shows that they are significant factors causing differences in the relationship between MCA and SC.