Students' Problem-Solving Ability in Learning Lines and Series through the Discovery Learning (Dl) Model Reviewed from the Level of Students ' Self-Efficacy

Abstract

This research aims to evaluate students' problem-solving abilities in learning sequences and sequences through the application of the Discovery Learning (DL) model by considering the students' level of Self-Efficacy (SE). The research uses a classroom action research design consisting of three cycles. Data collected from three cycles shows variations in the average value of students' problem-solving abilities (KPM), which are divided based on their level of self-efficacy. Although the KPM value varies in each cycle, the general pattern shows an increasing trend in the KPM value for high levels of self-efficacy in cycle 3. Meanwhile, at medium and low levels of self-efficacy, there is inconsistent variation in the increase in KPM value from Cycle 1 up to Cycle 3. These results highlight the potential influence of the level of self-efficacy on increasing students' problem-solving abilities in the context of mathematics learning using the Discovery Learning approach. The implications of this research contribute to the development of mathematics learning strategies that can better adapt to students' levels of Self-Efficacy.