@phdthesis{repoupi139132,
           title = {PENERAPAN MODEL PROBLEM-BASED LEARNING UNTUK PENINGKATAN LITERASI MATEMATIS DITINJAU DARI SELF-EFFICACY SISWA SEKOLAH MENENGAH ATAS},
            note = {ID SINTA Dosen Pembimbing:
Dadan Dasari: 6000619
Bambang Avip Priatna Martadiputra: 6124136},
            year = {2025},
           month = {August},
          school = {Universitas Pendidikan Indonesia},
             url = {https://repository.upi.edu},
          author = {Sarah Aufa Zahra, - and Dadan Dasari, - and Bambang Avip Priatna Martadiputra, -},
        abstract = {Penelitian ini bertujuan untuk: (1) menganalisis apakah peningkatan literasi matematis siswa SMA yang memperoleh pembelajaran Problem-Based Learning (PBL) dengan LKPD tipe soal Higher Order Thinking Skills (HOTS) lebih tinggi dibandingkan dengan siswa yang memperoleh pembelajaran langsung; (2) mengetahui perbedaan peningkatan literasi matematis berdasarkan tingkat self-efficacy pada siswa yang memperoleh pembelajaran PBL; dan (3) mengetahui perbedaan peningkatan literasi matematis berdasarkan tingkat self-efficacy pada siswa yang memperoleh pembelajaran langsung. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain nonequivalent control group. Sampel penelitian adalah dua kelas X SMA di Kota Bandung, masing-masing sebagai kelas eksperimen (PBL dengan soal HOTS) dan kelas kontrol (pembelajaran langsung). Instrumen penelitian meliputi tes literasi matematis dan angket self-efficacy. Analisis data dilakukan melalui uji normalitas, homogenitas, uji-t, uji Mann-Whitney, dan ANOVA. Hasil penelitian menunjukkan bahwa: (1) peningkatan literasi matematis siswa kelas eksperimen tidak berbeda signifikan dibandingkan kelas kontrol; (2) tidak terdapat perbedaan signifikan peningkatan literasi matematis berdasarkan tingkat self-efficacy pada kelas eksperimen; dan (3) tidak terdapat perbedaan signifikan peningkatan literasi matematis berdasarkan tingkat self-efficacy pada kelas kontrol. Meskipun demikian, secara deskriptif rata-rata skor literasi matematis dan self-efficacy kelas eksperimen lebih tinggi daripada kelas kontrol. Penelitian ini merekomendasikan penerapan PBL berbasis soal HOTS secara bertahap, disertai durasi pembelajaran yang memadai dan strategi pendampingan yang mempertimbangkan tingkat self-efficacy siswa.

This study aims to: (1) analyze whether the improvement of mathematical literacy among senior high school students taught using the Problem-Based Learning (PBL) model with Higher Order Thinking Skills (HOTS) worksheets is higher than those taught using direct instruction; (2) examine differences in mathematical literacy improvement based on students' self-efficacy levels in the PBL class; and (3) examine differences in mathematical literacy improvement based on students' self-efficacy levels in the direct instruction class. The research employed a quasi-experimental method with a non-equivalent control group design. The sample consisted of two tenth-grade classes from a public senior high school in Bandung, selected through purposive sampling: an experimental class (PBL with HOTS-based worksheets) and a control class (direct instruction). The research instruments included a mathematical literacy test and a self-efficacy questionnaire. The results indicate that: (1) the improvement of mathematical literacy in the experimental class was not significantly different from the control class; (2) there were no significant differences in mathematical literacy improvement based on self-efficacy levels in the experimental class; and (3) there were no significant differences in mathematical literacy improvement based on self-efficacy levels in the control class. Descriptively, the average scores of mathematical literacy and self-efficacy were higher in the experimental class compared to the control class. The study recommends implementing PBL with HOTS-based worksheets gradually, considering students' readiness and allowing sufficient instructional time to achieve more optimal learning outcomes.},
        keywords = {Problem-Based Learning, Higher Order Thinking Skills, Literasi Matematis, Self-Efficacy.

Problem-Based Learning, Higher Order Thinking Skills, Mathematical Literacy, Self-Efficacy}
}