Larasati Tiara Medyasari, 0401518055 (2020) KEMAMPUAN PEMECAHAN MASALAH MATEMATIS PADA PEMBELAJARAN AUDITORY, INTELLECTUALLY, REPETITION (AIR) BERNUANSA ETNOMATEMATIKA DITINJAU DARI SELF�EFFICAC. Masters thesis, UNNES.

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Abstract

Mathematical problem solving ability is an important ability in learning mathematics. However, in reality, students’ mathematical problem solving abilities in Indonesia are still low. The aims of this study were to (1) analyze whether students’ mathematical problem solving abilities who are taught by Auditory, Intellectually, Repetition (AIR) learning model with Ethnomatematics nuances were higher than students’ mathematical problem solving abilities who are taught by expository learning (2) analyze the improvement in students’ mathematical problem solving abilities through Auditory, Intellectually, Repetition (AIR) learning with Ethnomatematics nuances. This study is quantitative research followed by descriptive research. The population in this study were all 10th grade students at SMA Negeri 5 Semarang. The sampling technique used was cluster random sampling. The sample in this study are class X MIPA 10 as an experimental class which is taught by AIR learning with ethnomathematics nuances and class X MIPA 7 as a control class which is taught by expository learning. Data collection techniques were self-efficacy questionnaire, test of mathematical problem solving ability. Data analysis used descriptive data analysis and independent sample t-test. The results showed that (1) students’ mathematical problem solving abilities who were taught using AIR learning with ethnomathematics nuance were better than students’ mathematical problem solving abilities who were taught using expository learning, (2) the application of AIR learning with ethnomatematics nuance can improve the students’ mathematical problem solving abilities in the material of trigonometry. This is known by the increase in the score of students’ mathematical problem solving abilities and the increase in the number of students who achieve the minimum completeness criteria (KKM). There is the increase in the problem�solving abilities of students who have high self-efficacy, moderate self efficacy and low self-efficacy. The scores of the mathematical problem solving ability test of students who have high self-efficacy is better than students who have medium and low self-efficacy, and the scores of the test of mathematical problem solving ability of students who have moderate self-efficacy is better than students who have low self-efficacy.

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