THE EFFECT OF GIVING ILL-STRUCTURED MATH PROBLEM AND WELL-STRUCTURED MATH PROBLEM ON THE SELF-EFFICACY OF JUNIOR HIGH SCHOOL STUDENTS
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 o...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Pattimura University
2022-06-01
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| Series: | Jupitek |
| Subjects: | |
| Online Access: | https://ojs3.unpatti.ac.id/index.php/jupitek/article/view/5966 |
| Summary: | 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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| ISSN: | 2655-2841 2655-6464 |