A Comparative Study Of The Student Facilitator And Explaining Models Versus Conventional Learning Models On Students’ Mathematical Problem-Solving Skills And Self-Confidence

Abstract

Education is an effort to provide individuals with knowledge, insight, skills, and specific expertise so they can develop their potential and be able to cope with the changes brought about by advances in science and technology. One approach teachers can use in the learning process to improve students’ mathematical problem-solving skills and self-confidence is to implement the Student Facilitator and Explaining learning model. The objectives of this study are 1) to test whether the mathematical problem-solving abilities of students taught using the Student Facilitator and Explaining learning model are better than those of students taught using the conventional learning model; and 2) to test whether the self-confidence of students taught using the Student Facilitator and Explaining learning model is higher than that of students taught using the conventional learning model. This study is a quantitative study using the Quasi-Experimental method. The population in this study consists of all 76 tenth-grade students at MAN 5 Bojonegoro, and the sampling technique used is cluster random sampling to select one class as the control group and one class as the experimental group. The testing method used an independent t-test, and data collection techniques involved documentation, as well as instruments used in the study in the form of test questions and questionnaires to be administered to the 10th-grade class selected as the sample. The findings of this study led to the following conclusions: 1) There is a difference in mathematical problem-solving ability between the experimental class and the control class; based on the independent samples t-test, the results show that the calculated t-value = 10.944 > = 2.093, and under “Equal variances assumed,” the Sig. (2-tailed) value is 0.000 < 0.005, with the mean score of the 19 students in the experimental class being 78.11, which is higher than that of the 18 students in the control class, which is 58.39. 2) There is a difference in student self-confidence between the experimental and control classes; based on the independent samples t-test, the results showthat the calculated t-value = 3.417 > =2.069, and under the “Equal variances assumed” assumption, the Sig. (2-tailed) value is 0.002 < 0.005. The mean score of the 19 students in the experimental class (80.16) is higher than that of the 18 students in the control class (69.67). Therefore, it can be concluded that students’ mathematical problem-solving skills and self-confidence in the application of the Student Facilitator and Explaining learning model are better than those using the conventional learning model.