Penggunaan Model Pembelajaran Knisley Berbasis Kontruktivisme dalam Meningkatkan Self Confidence Mahasiswa

Authors

  • Maila Sari IAIN Krinci
  • Mesi Oktafia Institut Agama Islam Negeri Kerinci

DOI:

https://doi.org/10.30605/proximal.v7i1.4283

Keywords:

Learning Readiness, Mathematical Problem-Solving Ability, Learning Mathematics

Abstract

Mathematics education plays a crucial role in the cognitive and affective development of students, including self-confidence in understanding the material. This study aims to evaluate the impact of the Knisley learning model based on constructivism on students' self-confidence. The Knisley learning model provides direct experiences, group collaboration, and individual reflection, which is presumed to enhance students' self-confidence in mathematics learning. This research employs a quantitative approach with an experimental design. The study population consists of 34 fourth-semester students from IAIN Tadris Matematika, divided into two groups: experimental and control. The instrument used in this study is a self-confidence questionnaire. Data collected from the questionnaires distributed to both groups were analyzed to determine the difference in average self-confidence scores between the experimental group using the Knisley constructivism-based model and the control group not using this model. The results indicate that the experimental group had a higher average self-confidence score (45.52) compared to the control group (61.05). The significant value obtained from SPSS testing is 0.0000, which is smaller than the significance level (α = 0.05), indicating that H1 is accepted. Therefore, it can be concluded that students' self-confidence using the Knisley constructivism-based learning model is better than that of students not using the Knisley model, meaning there is an effect of implementing the Knisley constructivism-based learning model on the self-confidence of Tadris Mathematics students. The Knisley constructivism-based model in mathematics learning provides relevant learning contexts, encourages active interaction, and facilitates reflection that supports the development of self-confidence. Thus, the application of this learning model has proven to be effective in enhancing students' self-confidence in mathematics learning.

Downloads

Download data is not yet available.

References

Abang Edi Saparani.2018. Self Confidence Dan Hasil Belajar Siswa Melalui Pendekatan Problem Solving Di Sman 1 Bonti. Pontianak: Universitas Tanjungpura.

Arikunto Suharsimi. 2002. Dasar-Dasar Evaluasi Pendidikan, Jakarta: Rineka Cipta.

Arifin, Z. (2017). Kriteria instrumen dalam suatu penelitian. Jurnal Theorems (The Original Research of Mathematics), 2(1).

Dewi, Y. A. (2018). Implementasi Model Pembelajaran Matematika Knisley dalam Meningkatkan Kemampuan Penalaran Matematis Peserta Didik. Indonesian Journal of Science and Mathematics Education, 1(1), 35-40.

Erman Suherman, dkk. 2003. Strategi Pembelajaran Matematika Kontemporer. Bandung: Jurusan Pendidikan Matematika FMIPA Universitas Pendidikan Indonesia.

Fitriani, N., & Nurfauziah, P. (2020). Meningkatkan Kemampuan Advanced Mathematical Thinking dengan Menggunakan Model Pembelajaran Matematika Knisley pada Mata Kuliah Trigonometri. JPMI (Jurnal Pembelajaran Matematika Inovatif), 3(1), 69-80.

Harahap, A. N., & Lubis, S. S. (2021). UPAYA MENINGKATKAN SELF CONFIDENCE MAHASISWA DENGAN MENGGUNAKAN METODE INQUIRY PADA MATA KULIAH ALJABAR LINIER ELEMENTER UNIVERSITAS GRAHA NUSANTARA PADANGSIDIMPUAN. EKSAKTA: Jurnal Penelitian dan Pembelajaran MIPA, 6(1), 118-124.

Ika Nurhaqiqi Noviyana, dkk. 2019. Analisis Kemampuan Komunikasi Matematis Siswa Ditinjau dari Self-Confidence. Semarang: Universitas Negeri Semarang.

Malinda, P., & Minarti, E. D. (2018). Pengaruh Self Confidence Terhadap Kemampuan Koneksi Matematis Siswa SMP. Jurnal Pendidikan Tambusai, 2(3), 1829-1837.



Marini. 2014. Analisis Kemampuan Berpikir Analitis Siswa Dengan Gaya Belajar Tipe Investigatif Dalam Pemecahan Masalah Matematika. Jambi: FKIP Universitas Jambi Matondang, Z. (2009). Validitas dan Reliabilitas Suatu Instrumen Penelitian. Jurnal Tabularasa, 6(1), 87-97.

Oktaviana, T. M. (2016). Penerapan Model Pembelajaran Knisley Untuk Meningkatkan Kemampuan Koneksi Dan Berpikir Kritis Matematis Ditinjau Dari Self Confidence Siswa SMA (Doctoral dissertation, UNPAS).

Oktarisa, F., Rahmat, T., Rusdi, R., & Firmanti, P. (2024). Pengaruh Self Confidence Terhadap Hasil Belajar Matematika. Innovative: Journal Of Social Science Research, 4(2), 5532-5543.

Sudjana, (1989), Metode Statistik, Bandung: PT. Tarsito Bandung.

Sugiono. 2017. Statistika Untuk Penelitian. Bandung: Alfabeta.

Sugiono. 2018. Metode Penelitian Kuantitatif, Kualitatif, dan R & D. Bandung: Alfabeta

Purwasih, R. (2015). Peningkatan Kemampuan Pemahaman Matematis dan Self Confidence Siswa MTS di Kota Cimahi Melalui Model Pembelajaran Inkuiri Terbimbing. Didaktik, 9(1), 16-25.

Rosa, E. (2017). Pengaruh Penerapan Model Pembelajaran Matematika Knisley (MPMK) Menggunakan Media Petak Warna-Warni Terhadap Kemampuan Pemahaman Matematis Siswa Dalam Pembelajaran Segitiga di Kelas VII MTs. Putra-Putri Simo. INSPIRAMATIKA, 3(1), 43-52.

Sunanti, T., Sagita, L., & Saputra, I. D. R. (2017). Knisley untuk Komunikasi Matematika. AKSIOMA: Jurnal Matematika dan Pendidikan Matematika, 8(2), 91-98

Trisnawati, T. (2020). Penggunaan Model Pembelajaran Matematika Knisley (Mpmk) Untuk Meningkatkan Kemampuan Koneksi Matematis Dan Self Confidence Siswa Mts. Pasundan Journal of Mathematics Education Jurnal Pendidikan Matematika, 5(1).

Downloads

Published

2024-07-21

How to Cite

Sari, M., & Oktafia, M. (2024). Penggunaan Model Pembelajaran Knisley Berbasis Kontruktivisme dalam Meningkatkan Self Confidence Mahasiswa. Proximal: Jurnal Penelitian Matematika Dan Pendidikan Matematika, 7(1), 18–26. https://doi.org/10.30605/proximal.v7i1.4283

Issue

Vol. 7 No. 1 (2024): Sustainable Development Goal in Mathematics and Mathematics Education

Section

Articles

License

In submitting the manuscript to the journal, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

License and Copyright Agreement

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.