Sinergi pembelajaran berbasis masalah dan motivasi berprestasi: membentuk kompetensi pemecahan masalah matematis siswa sekolah menengah kejuruan
Abstract
The low level of students’ Mathematical Problem-Solving Ability (MPSA) in Vocational High Schools (SMK) prompted this study. Its purpose is to compare MPSA between a group of students taught using Desmos-assisted Problem-Based Learning (PBL) and a control group taught using expository instruction, while also considering their level of achievement motivation (AM). This quasi-experimental research analyzed MPSA and AM using test and questionnaire instruments, with data processed through Two-Way ANOVA. The results show that Desmos-assisted PBL is significantly more effective in improving MPSA than the expository model. In addition, achievement motivation also produces significant differences in students’ MPSA (students with high AM achieved the best outcomes). However, no interaction was found between the learning model and the level of MA in influencing MPSA. The discussion highlights that PBL–Desmos is an effective instructional strategy, and strong MA is a better predictor of MPSA. This study’s contribution emphasizes the importance of adopting PBL–Desmos and strengthening motivation as key policy pillars to enhance MPSA among vocational high school students.
Rendahnya kemampuan pemecahan masalah matematis (KPM) pada siswa Sekolah Menengah Kejuruan (SMK) mendorong dilakukannya penelitian ini. Tujuannya adalah membandingkan KPM antara kelompok siswa yang menggunakan Pembelajaran Berbasis Masalah (PBM) berbantuan Desmos dan kelompok kontrol (pembelajaran ekspositori), dengan mempertimbangkan tingkat motivasi berprestasi (MB). Penelitian quasi-eksperimen ini menganalisis KPM dan MB menggunakan instrumen tes dan angket, dengan analisis data ANOVA Dua Arah. Hasil menunjukkan PBM berbantuan Desmos secara signifikan lebih unggul dalam meningkatkan KPM dibandingkan model ekspositori. Selain itu, motivasi berprestasi juga memberikan perbedaan signifikan pada capaian KPM siswa (siswa MB tinggi menunjukkan hasil terbaik). Namun, tidak ditemukan adanya interaksi antara model pembelajaran dan tingkat motivasi berprestasi dalam memengaruhi KPM. Pembahasan menegaskan bahwa PBM-Desmos adalah strategi efektif dan motivasi yang kuat merupakan prediktor KPM yang lebih baik. Kontribusi penelitian ini menggarisbawahi pentingnya adopsi PBM-Desmos dan penguatan MB sebagai pilar kebijakan untuk meningkatkan KPM siswa SMK.
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References
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Crossref
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Crossref
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Crossref
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Crossref
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Crossref
Cohen-nissan, O., & Kohen, Z. (2023). Secondary school students ' competencies and motivation to engage in mathematical modelling tasks in a virtual learning environment. May, 1-20. https://doi.org/10.3389/feduc.2023.1140364
Crossref
Edy, S. K., Novaliyosi, N., & Widodo, S. A. (2024). Systematic Literature Review: Implementation of Problem Based Learning (PBL) on Students' Mathematical Cognitive and Affective Aspects. Prisma, 13(1), 1. https://doi.org/10.35194/jp.v13i1.3278
Crossref
Fadly, W. (2022). Model-Model Pembelajaran untuk Implementasi Kurikulum Merdeka.
Ferdiana. (2023). Pengaruh Bimbingan Belajar di Luar Sekolah dengan Model Pembelajaran Expositori terhadap Hasil Belajar Siswa Kelas 3 SMA di Banyuwangi. Journal of Educational and Applied Science, 1(1), 25-31.
Crossref
Firmansyah, T., Maria S, H. T., & Karolina, V. (2024). Peningkatan Kemampuan Pemecahan Masalah Matematis Siswa Melalui Pembelajaran Berbasis Masalah pada Materi SPL. Educatio, 18(2), 369-380. https://doi.org/10.29408/edc.v18i2.24912
Crossref
Fitriana, I., Sridana, N., Wahidaturrahmi, W., & Sripatmi, S. (2022). Hubungan Kemandirian Belajar dan Motivasi Berprestasi dengan Hasil Belajar Siswa. Griya Journal of Mathematics Education and Application, 2(4), 909-920. https://doi.org/10.29303/griya.v2i4.251
Crossref
González, R., & Batanero, F. (2016). A review of Problem-Based Learning applied to Engineering. International Journal on Advances Education Research, 3(1), 14-31.
Hakim, R. N., Suhendra, M., & Arifin, M. Z. (2025). Exploring the Role of Desmos in Mathematics Learning : A Quantitative Descriptive Study. Jurnal Gammath, 10(1), 1-9.
Hamidy, A., & Merliza, P. (2019). The Influence of Achievement Motivation and Self-Regulated Learning (SRL) on Students' Mathematics Learning Outcomes (pp. 27-39). Tarbiyah Wa Ta'lim: Jurnal Pendidikan & Pembelajaran. https://doi.org/https://doi.org/10.21093/twt.v6i2.2047
Crossref
Harahap, H. S., Hrp, N. A., Nasution, I. B., Harahap, A., Harahap, A., & Harahap, A. (2021). Hubungan Motivasi Berprestasi, Minat dan Perhatian Orang Tua Terhadap Kemandirian Siswa. Edukatif : Jurnal Ilmu Pendidikan, 3(4), 1133-1143.
Crossref
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Authors
Triyono, D., Gorky Sembiring, M., & Dwi Susandi, A. (2025). Sinergi pembelajaran berbasis masalah dan motivasi berprestasi: membentuk kompetensi pemecahan masalah matematis siswa sekolah menengah kejuruan. International Journal of Progressive Mathematics Education, 5(2), 350–378. https://doi.org/10.22236/ijopme.v5i2.21210
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