Analysis of Mathematical Problem Solving Ability in STEM – Problem Based Learning Viewed by Students’ Self-Confidence

Abstract

. The purpose of this study was to describe the STEM - PBL process, the levels of students’ self-confidence, and students’ mathematical problem-solving abilities according to its level in senior high school. The research method is a qualitative method. The subjects of this study were six students who were chosen by two students for each level of self-confidence by purposive sampling. Analysis of mathematical problem-solving abilities based on the stages of problem-solving according to Polya. The data were collected through a self-confidence measuring questionnaire, mathematical problem-solving abilities test, and interviews. The results showed that the implementation of STEM – PBL applied a silo approach to the material of the sine rule, cosine rule, and area of the triangle. Students were guided by the teacher to solve problems online. The learning process can still encourage students to take an active role in every learning activity so that the results of the study show that the average student is included in the moderate level of self-confidence category an d only a few students with low self-confidence. According to the results of the test of mathematical problem-solving abilities in terms of students’ self-confidence, it shows that the first, students with high self-confidence have better problem-solving abilities than other levels of self-confidence, which a good problem solver and routine problem solver, the second, students with moderate and low self-confidence were both in the naive problem solver category but students with moderate self-confidence showed better mean scores.