Mathematical Representation and Self Confidence in Trigonometry: The Impact of Student Facilitator and Explaining Learning Model

Abstract

Mathematical representation and self confidence play important roles in helping students develop conceptual understanding and solve mathematical problems effectively. Therefore, a learning model that facilitates interaction, communication, and active student participation is needed to optimize both of these competencies. This study aims to determine the effectiveness of the Student Facilitator and Explaining learning model on students’ self confidence and mathematical representation ability. This research uses an experimental approach. The research design used was a quasi experimental design with a posttest only control design. The research data were collected through a mathematical representation ability test and a self-confidence questionnaire, and were subsequently analyzed using a normality test, a homogeneity test, and an independent sample t-test. The results indicated that the posttest scores for mathematical representation ability and the self confidence questionnaire scores in the experimental class were higher than those in the control class. These findings suggest that students who participated in learning through the student facilitator and explaining model demonstrated better self-confidence and mathematical representation ability than those who received conventional instruction. Therefore, the student facilitator and explaining learning model is effective in improving students’ self-confidence and mathematical representation ability.

Abstrak:

Representasi matematis dan self confidence berperan penting dalam membantu siswa membangun pemahaman konseptual dan menyelesaikan masalah matematika secara efektif, sehingga diperlukan model pembelajaran yang dapat memfasilitasi interaksi, komunikasi, dan partisipasi aktif siswa untuk mengoptimalkan kedua kemampuan tersebut. Penelitian ini bertujuan untuk mengetahui keefektifan model pembelajaran Student Facilitator and Explaining terhadap self confidence dan kemampuan representasi matematis siswa. Penelitian ini merupakan penelitian eksperimen. Desain penelitian yang digunakan adalah quasi experimental design dengan bentuk posttest only control design. Data penelitian diperoleh melalui tes kemampuan representasi matematis dan angket self confidence, kemudian dianalisis menggunakan uji normalitas, uji homogenitas, dan uji t, yaitu Independent samples t-test. Hasil penelitian menunjukkan bahwa skor posttest kemampuan representasi matematis dan skor angket self confidence pada kelas eksperimen lebih tinggi dibandingkan kelas kontrol. Temuan ini mengindikasikan bahwa siswa yang mengikuti pembelajaran dengan model student facilitator and explaining memiliki self confidence dan kemampuan representasi matematis yang lebih baik dibandingkan siswa yang mengikuti pembelajaran konvensional. Oleh karena itu, model pembelajaran student facilitator and explaining efektif dalam meningkatkan self-confidence dan kemampuan representasi matematis peserta didik.