Comparing Probing-Prompting and Problem-Based Learning to Improve Mathematical Reasoning, Self-Efficacy, and Adversity Quotient in Junior High Students

Sophia Elma; Elly Arliani

doi:10.35445/alishlah.v17i4.7934

Comparing Probing-Prompting and Problem-Based Learning to Improve Mathematical Reasoning, Self-Efficacy, and Adversity Quotient in Junior High Students

Sophia Elma, Elly Arliani

Abstract

Developing students’ mathematical reasoning, self-efficacy, and adversity quotient is essential in supporting their academic resilience and problem-solving skills. This study compares the effectiveness of Probing-Prompting (PP) and Problem-Based Learning (PBL) models in enhancing these three domains among junior high school students. A quasi-experimental design with a nonequivalent (pretest-posttest) control-group approach was used. The study involved 56 seventh-grade students from a public junior high school in Yogyakarta, divided into two classes: an experimental group using PP and a control group using PBL. Data were collected using validated and reliable instruments, including mathematical reasoning tests and self-report questionnaires on self-efficacy and adversity quotient. Data analysis employed paired t-tests, independent t-tests, Mann–Whitney U tests, and Hotelling's T² with a significance level of 0.05. Both PP and PBL significantly improved students' mathematical reasoning, self-efficacy, and adversity quotient. However, comparative analyses showed no statistically significant differences in the mean gain scores between the two groups for all three variables: mathematical reasoning (t = 0.829, p = 0.206), self-efficacy (U = 351.50, p = 0.256), and adversity quotient (U = 334.00, p = 0.173). While PP and PBL are both effective, neither demonstrated clear superiority in improving the targeted skills. The short intervention period may have limited the full impact of the PP model. Nonetheless, the findings suggest both models offer valuable strategies for supporting students’ cognitive and non-cognitive development.

Keywords

mathematical reasoning ability; self-efficacy; adversity quotient; probing-prompting; problem-based learning

Full Text:

PDF

References

Awaliah, N., Sanusi, W., & Aswi. (2021). The Comparison Between Probing Prompting Learning Model and Problem Based Learning Model on Grade VIII Students ’ Learning Achievement SMPN 1 Cempa. International Conference on Educational Studies in Mathematics (ICoESM 2021), 611(ICoESM), 308–312.

Creswell, J. (2014). Research Design: Quantitative, Qualitative, and Mixed Methods Approach (4th ed.). SAGE Publications.

Dunlap, J. C. (2005). Problem-based learning and self-efficacy: How a capstone course prepares students for a profession. Educational Technology Research and Development, 53(1), 65–83. https://doi.org/10.1007/bf02504858

Fitriyah, I. M., Putro, N. H. P. S., & Apino, E. (2022). Meta analysis study: Effectiveness of problem based learning on Indonesian students’ mathematical reasoning ability. Jurnal Riset Pendidikan Matematika, 9(1), 36–45. https://doi.org/10.21831/jrpm.v9i1.46447

Fullan, M. (2007). The New Meaning of Educational Change. Routledge.

Gardenia, N., Herman, T., Rahadyan, A., & Dahlan, T. (2020). Application of Problem Based Learning Approaches with Probing-Prompting Techniques to Improve Students’ Adaptive Reasoning Capabilities. Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019. https://doi.org/10.4108/eai.12-10-2019.2296525

Gunhan, B. C. (2014). A case study on the investigation of reasoning skills in geometry. South African Journal of Education, 34(2), 1–19. https://doi.org/10.15700/201412071156

Hartinah, S., Suherman, S., Syazali, M., Efendi, H., Junaidi, R., Jermsittiparsert, K., & Umam, R. (2019). Probing-prompting based on ethnomathematics learning model: The effect on mathematical communication skills. Journal for the Education of Gifted Young Scientists, 7(4), 799–814. https://doi.org/10.17478/jegys.574275

Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Huda, M. (2014). Model-model Pengajaran dan Pembelajaran. Pustaka Pelajar.

Kirk, R. E. (2016). Experimental Design: Procedures for the behavioral sciences. In Biometrics. Sage Publication, 26(3).

Kurniasari, Y., & Susanah. (2013). Penerapan Teknik Pembelajaran Probing Prompting Untuk Mengetahui Kemampuan Penalaran Matematika Siswa Kelas 7 G Di Smpn 1 Rejoso. Mathdunesa, 2(1).

Manoppo, R., Pomalato, S. W. D., Zakiyah, S., & Puloo, M. M. L. (2022). Pengaruh Model Pembelajaran Probing Prompting Terhadap Hasil Belajar Siswa Pada Materi Segiempat. Jambura Journal of Mathematics Education, 3(2), 93–99. https://doi.org/10.34312/jmathedu.v3i2.15604

Manz, C. C., & Manz, K. P. (1991). Strategies for facilitating self‐directed learning: A process for enhancing human resource development. Human Resource Development Quarterly, 2(1), 3–12. https://doi.org/10.1002/hrdq.3920020103

Mueller, M., Yankelewitz, D., & Maher, C. (2014). Teachers Promoting Student Mathematical Reasoning. Investigations in Mathematics Learning, 7(2), 1–20. https://doi.org/10.1080/24727466.2014.11790339

Mukuka, A., Mutarutinya, V., & Balimuttajjo, S. (2021). Mediating effect of self-efficacy on the relationship between instruction and students’ mathematical reasoning. Journal on Mathematics Education, 12(1), 73–92. https://doi.org/10.22342/JME.12.1.12508.73-92

Nauvalia, C. (2021). Faktor eksternal yang mempengaruhi academic self-efficacy: Sebuah tinjauan literatur. Cognicia, 9(1), 36–39. https://doi.org/10.22219/cognicia.v9i1.14138

Öztürk, M., Akkan, Y., & Kaplan, A. (2020). Reading comprehension, Mathematics self-efficacy perception, and Mathematics attitude as correlates of students’ non-routine Mathematics problem-solving skills in Turkey. International Journal of Mathematical Education in Science and Technology, 51(7), 1042–1058. https://doi.org/10.1080/0020739X.2019.1648893

Pajares, F. (2002). Overview of Social Cognitive Theory and of Self-Efficacy. [Online].

Parvathy, D. U., & M, P. (2014). Relationship between Adversity Quotient and Academic Problems among Student Teachers. IOSR Journal of Humanities and Social Science, 19(11), 23–26. https://doi.org/10.9790/0837-191172326

Pratiwi, D.D, Ramlah, L. Roesdiana. (2017). Penerapan model pembelajaran probing-prompting dalam meningkatkan kemampuan penalaran matematis siswa sma. Prosiding Seminar Nasional Matematika dan Pendidikan Matematika (SESIOMADIKA)

Sari, M. P., Susanto, Yuliati, N., Imamah, E. N., & Laily, N. I. (2020). The students’ mathematical reasoning ability based on problem based learning model. Journal of Physics: Conference Series, 1538(1). https://doi.org/10.1088/1742-6596/1538/1/012078

Schoenfeld, A. H. (1992). Learning to Think Mathematically : Problem Solving , Metacognition , and Sense Making in Mathematics ( Reprint ) alan h . schoenfeld , the university of california , berkeley. Journal of Education, 196(2), 1–38.

Sewell, A., & St George, A. (2000). Developing efficacy beliefs in the classroom. Journal of Educational Enquiry, 1(2), 58–71.

Steen, L. A. (1999). Twenty questions about mathematical reasoning. Developing Mathematical Reasoning in Grades K-12, 15, 270–285.

Stolz. (2000). Adversity quotient mengubah hambatan menjadi peluang. Grasindo.

Suryadi, B., & Santoso, T. I. (2017). Self-Efficacy, Adversity Quotient, and Students’ Achievement in Mathematics. International Education Studies, 10(10), 12. https://doi.org/10.5539/ies.v10n10p12

Susanti, N., Juandi, D., & Tamur, M. (2020). The Effect of Problem-Based Learning (PBL) Model On Mathematical Communication Skills of Junior High School Students – A Meta-Analysis Study. JTAM (Jurnal Teori Dan Aplikasi Matematika), 4(2), 145. https://doi.org/10.31764/jtam.v4i2.2481

Syarafina, D. N., Jailani, & Winarni, R. (2018). The application of problem based learning to improve students’ self-efficacy. AIP Conference Proceedings, 2014. https://doi.org/10.1063/1.5054428

Ulya, H., Masrukan, & Kartono. (2012). Keefektifan Penerapan Model Pembelajaran Kooperatif Tipe Probing-Prompting Dengan Penilaian Produk. UJME : Unnes Journal Of Mathematic Education, 1(1), 26–31. http://journal.unnes.ac.id/sju/index.php/ujme

Wahyuni, E. S., Susanto, & Hadi, A. F. (2019). Profile of the student’s mathematical reasoning ability in solving geometry problem. Journal of Physics: Conference Series, 1211(1). https://doi.org/10.1088/1742-6596/1211/1/012079

Webb, L. & Webb, P. (2016). Developing mathematical reasoning in english second-language classrooms based on dialogic practices: a case study dalam Halai, A. (ed). Teaching and Learning Mathematics in Multilingual Classrooms: Issues for Policy, Practice and Teacher Education. Sense Publishers.

DOI: https://doi.org/10.35445/alishlah.v17i4.7934