The Effect of Problem-Based Learning and Make-a-Match Learning Model Assisted by Puzzle Media on Problem-Solving and Critical Thinking Skills in Terms of Self-Efficacy
This study aims to determine (1) which approach the make a match learning model assisted by puzzle media or the problem-based learning model produces better critical thinking and problem-solving skills; (2) which results in better critical thinking and problem-solving skills among students with low, medium, or high self-efficacy; and (3) whether there is an interaction between the learning model and self-efficacy on students’ critical thinking and problem-solving skills. This study employed a 2 x 3 factorial quasi-experimental design. The research data were analyzed using multivariate analysis of variance (MANOVA) in SPSS. The study population consisted of 256 students at SMP N 4 Karanganyar. The sample was selected using cluster random sampling, with Class VIIIB (32 students) chosen as Experimental Class 1, receiving instruction using the make a match assisted by puzzle media, while Class VIIIF (32 students) was selected as Experimental Class 2, receiving instruction through problem-based learning. The research instruments included a problem-solving ability test, a critical thinking ability test, and a self-efficacy questionnaire. The validity of the test instruments, including content validity, difficulty level, discriminant validity, and reliability, was assessed. The questionnaires were tested for content validity, internal consistency, and reliability. The results of the study indicate that (1) the implementation of the make a match assisted by puzzle media on Pythagoras material resulted in better critical thinking and problem-solving skills compared to the problem-based learning model; (2) students with low, moderate, and high self-efficacy did not show significant differences in critical thinking skills, while students with high and moderate self-efficacy demonstrated better problem-solving skills than those with low self-efficacy; however, students with moderate and high self-efficacy did not differ in their problem-solving skills; and (3) there was no interaction between the learning model and self-efficacy regarding students’ critical thinking and problem-solving skills.
Keywords: problem-based learning, make a match assisted by puzzle media, self-efficacy, critical thinking skills, problem-solving skills.
Barrows, H. S. (1986). A taxonomy of problem‐based learning methods. Medical Education, 20(6), 481–486. https://doi.org/10.1111/j.1365-2923.1986.tb01386.x
Campbell, D. T., Stanley, J. C., Mifflin, H., Boston, C., Geneva, D., Hopewell, I., Palo, N. J., & London, A. (1963). Experimental and Quasi-Experimental Designs for Research. Houghton Mifflin Company.
Carbonneau, K. J., Marley, S. C., & Selig, J. P. (2013). A meta-analysis of the efficacy of teaching mathematics with concrete manipulatives. Journal of Educational Psychology, 105(2), 380–400. https://doi.org/10.1037/a0031084
Dolmans, D. H. J. M., Loyens, S. M. M., Marcq, H., & Gijbels, D. (2016). Deep and surface learning in problem-based learning: a review of the literature. In Advances in Health Sciences Education (Vol. 21, Number 5, pp. 1087–1112). Springer Netherlands. https://doi.org/10.1007/s10459-015-9645-6
Facione, P. A. (1990). Critical Thinking: A Statement of Expert Consensus for Purposes of Educational Assessment and Instruction.
Fauth, B., Decristan, J., Decker, A. T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching and Teacher Education, 86. https://doi.org/10.1016/j.tate.2019.102882
Gillies, R. M. (2016). Cooperative learning: Review of research and practice. In Australian Journal of Teacher Education (Vol. 41, Number 3, pp. 39–54). Social Science Press. https://doi.org/10.14221/ajte.2016v41n3.3
Gillies, R. M., & Khan, A. (2009). Promoting reasoned argumentation, problem‐solving and learning during small‐group work. Cambridge Journal of Education, 39(1), 7–27.
Hmelo, C. E., & Silver. (2004). Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review, 16, 235–266.
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379. https://doi.org/10.3102/0013189X09339057
Jonnasen, D. (2011). Supporting Problem Solving in PBL. Interdisciplinary Journal of Problem-Based Learning (IJPBL), 5(2), 95–119.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1
Loyens, S. M. M., Jones, S. H., Mikkers, J., & van Gog, T. (2015). Problem-based learning as a facilitator of conceptual change. Learning and Instruction, 38, 34–42. https://doi.org/10.1016/j.learninstruc.2015.03.002
Masek, A., & Yamin, S. (2012). The Impact of Instructional Methods on Critical Thinking: A Comparison of Problem-Based Learning and Conventional Approach in Engineering Education. ISRN Education, 2012, 1–6. https://doi.org/10.5402/2012/759241
Maulidawati, M., Muhammad, I., Rohantizani, R., & Mursalin, M. (2020). The Implementation of Make A Match Type Cooperative Learning Model to Improve the Mathematical Connection Ability. International Journal for Educational and Vocational Studies, 2(11). https://doi.org/10.29103/ijevs.v2i11.3319
Maulyda, M. A. (2019). Paradigma Pembelajaran Matematika Berbasis NCTM. CV IRDH.
Nurmanita, P., S., & Pardomuan, S. (2019). Development of Learning Device through Problem Based Learning Model Assisted by Geogebra to Improve Students’ Critical Mathematical Thinking Ability. Journal of Mathematics, Science and Application, 7(1), 1–9.
Paas, F., & Sweller, J. (2011). An evolutionary upgrade of cognitive load theory: using the human motor system and collaboration to support the learning of complex cognitive tasks. Educational Psychology Review, 24, 27–45.
Panjares, F., & Kranzler, J. (1995). Role of Self-Efficacy and general mental ability in mathematical problem solving. Contemporary Educational Psychology, 20(4), 426–443.
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of Game-Based Learning. Educational Psychologist, 50(4), 258–283.
Putra, K. A. Y. D., Sariyasa, & Mertasari, N. M. S. (2021). Pengaruh model pembelajaran kooperatif tipe make a match terhadap kemampuan pemecahan masalah matematika siswa kelas VII SMP Negeri 4 Tejakula Tahun Ajaran 2018/2019 [the effect of the make a match type cooperative learning model on the mathematical problem-solving ability of grade vii students of smp negeri 4 tejakula in the 2018/2019 academic year]. Jurnal Pendidikan dan Pembelajaran Matematika Indonesia, 10(1), 10–16.
Ratnasari, E., & Indarini, E. (2023). Penerapan model pembelajaran tipe make a match berbantuan media kongkret untuk meningkatkan kemampuan berpikir kritis dan hasil belajar di sekolah dasar [application of the make a match type learning model assisted by concrete media to improve critical thinking abilities and learning outcomes in elementary schools]. Jurnal Pendidikan Dasar, 14(01), 29–40.
Scholts, C., & Agus Setyaningrum, W. (2026). Examining the effectiveness of multiple representation (simayang) learning model on students’ mathematical conceptual understanding: the role of self-efficacy. Interval: Indonesian Journal of Mathematical Education, 4(1), 20–25. https://doi.org/10.37251/ijome.v4i1.3064
Suparman, S., & Juandi, D. (2022). Self-Efficacy and mathematical ability: a meta-analysis of studies conducted in indonesia. Pedagogika, 147(3), 26–57. https://doi.org/10.15823/p.2022.147.2
Talsma, K., Schüz, B., & Norris, K. (2019). Miscalibration of self-efficacy and academic performance: Self-efficacy ≠ self-fulfilling prophecy. Learning and Individual Differences, 69, 182–195.
Tasgin, A., & Dilek, C. (2023). The mediating role of critical thinking dispositions between secondary school student’s self-efficacy and problem-solving skills. Thinking Skills and Creativity, 50, 1–11.
Tria Pamungkas, U., Kuswardi, Y., & Sutopo. (2024). Pengaruh Make A Match Puzzle terhadap Keterampilan Berpikir Kritis Tinjauan Self Efficacy. Transformasi : Jurnal Pendidikan Matematika Dan Matematika, 8(2), 159–174.
Vincent Lancrin, S. (2023). Fostering and assessing student critical thinking: From theory to teaching practice. European Journal of Education, 58(3), 354–368. https://doi.org/10.1111/ejed.12569
Wiggins, S., Chiriac, E. H., Abbad, G. L., Pauli, R., & Worrell, M. (2016). Ask not only ‘what can problem-based learning do for psychology?’ but ‘what can psychology do for problem-based learning?’ a review of the relevance of problem-based learning for psychology teaching and research. In Psychology Learning and Teaching (Vol. 15, Number 2, pp. 136–154). https://doi.org/10.1177/1475725716643270
Zhang, Q., & Fiorella, L. (2024). Effects of self-explaining feedback on learning from problem-solving errors. Contemporary Educational Psychology, 79. https://doi.org/10.1016/j.cedpsych.2024.102326
Zimmerman, B. J. (2000). Self-Efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.