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 |
| Published: |
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 |
| _version_ | 1811325890386198528 |
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| author | Indri Aninda Rahmasari Susanah Susanah |
| author_facet | Indri Aninda Rahmasari Susanah Susanah |
| author_sort | Indri Aninda Rahmasari |
| collection | DOAJ |
| description | 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 |
| first_indexed | 2024-04-13T14:40:29Z |
| format | Article |
| id | doaj.art-4a0344dbc2db43a7be1192413c8f4d80 |
| institution | Directory Open Access Journal |
| issn | 2655-2841 2655-6464 |
| language | English |
| last_indexed | 2024-04-13T14:40:29Z |
| publishDate | 2022-06-01 |
| publisher | Pattimura University |
| record_format | Article |
| series | Jupitek |
| spelling | doaj.art-4a0344dbc2db43a7be1192413c8f4d802022-12-22T02:42:54ZengPattimura UniversityJupitek2655-28412655-64642022-06-0151424910.30598/jupitekvol5iss1pp42-495966THE EFFECT OF GIVING ILL-STRUCTURED MATH PROBLEM AND WELL-STRUCTURED MATH PROBLEM ON THE SELF-EFFICACY OF JUNIOR HIGH SCHOOL STUDENTSIndri Aninda Rahmasari0Susanah Susanah1Surabaya State UniversitySurabaya State UniversityThis 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 0.05https://ojs3.unpatti.ac.id/index.php/jupitek/article/view/5966ill-structured problemself-efficacywell-structured problem |
| spellingShingle | Indri Aninda Rahmasari Susanah Susanah THE EFFECT OF GIVING ILL-STRUCTURED MATH PROBLEM AND WELL-STRUCTURED MATH PROBLEM ON THE SELF-EFFICACY OF JUNIOR HIGH SCHOOL STUDENTS Jupitek ill-structured problem self-efficacy well-structured problem |
| title | THE EFFECT OF GIVING ILL-STRUCTURED MATH PROBLEM AND WELL-STRUCTURED MATH PROBLEM ON THE SELF-EFFICACY OF JUNIOR HIGH SCHOOL STUDENTS |
| title_full | THE EFFECT OF GIVING ILL-STRUCTURED MATH PROBLEM AND WELL-STRUCTURED MATH PROBLEM ON THE SELF-EFFICACY OF JUNIOR HIGH SCHOOL STUDENTS |
| title_fullStr | THE EFFECT OF GIVING ILL-STRUCTURED MATH PROBLEM AND WELL-STRUCTURED MATH PROBLEM ON THE SELF-EFFICACY OF JUNIOR HIGH SCHOOL STUDENTS |
| title_full_unstemmed | THE EFFECT OF GIVING ILL-STRUCTURED MATH PROBLEM AND WELL-STRUCTURED MATH PROBLEM ON THE SELF-EFFICACY OF JUNIOR HIGH SCHOOL STUDENTS |
| title_short | THE EFFECT OF GIVING ILL-STRUCTURED MATH PROBLEM AND WELL-STRUCTURED MATH PROBLEM ON THE SELF-EFFICACY OF JUNIOR HIGH SCHOOL STUDENTS |
| title_sort | effect of giving ill structured math problem and well structured math problem on the self efficacy of junior high school students |
| topic | ill-structured problem self-efficacy well-structured problem |
| url | https://ojs3.unpatti.ac.id/index.php/jupitek/article/view/5966 |
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