Pengaruh Pembelajaran Auditory, Intellectually, Repetition (AIR) terhadap Kemampuan Pemecahan Masalah Sistem Persamaan Lin-ear Tiga Variabel (SPLTV) Ditinjau dari Self Efficacy Siswa Kelas X
DOI:
https://doi.org/10.53696/venn.v4i2.281Keywords:
Auditory, Intellectual, and Repetition (AIR), Learning Model, Problem Solving Abilities, Self Efficacy, Linear Equation SystemAbstract
This study aims to determine the effect of applying Auditory, Intellectual, and Repetition (AIR) learning model on the problem-solving ability of the three-variable linear equation system (SPLTV) reviewed from the self-efficacy of grade X students of SMA Negeri 3 Soppeng. The study used a quasi-experimental design with Phase E.1 class samples as experiments and Phase E.3 as controls. The data analysis techniques used were descriptive and inferential statistical analysis, using independent sample t-tests and ANOVA contrast tests. The results showed that (1) the SPLTV problem-solving ability of students taught using the AIR learning model was in a good category. In contrast, that of students taught using the direct learning model was in the sufficient category. (2) For students with high self-efficacy, the SPLTV problem-solving ability of those taught using the direct model is higher than that of those taught using AIR, but both are in the good category. For students with medium and low self-efficacy, the SPLTV problem-solving ability of students taught using AIR is in a good category. In contrast, the students taught using direct models are in the sufficient category. (3) There is an influence of AIR learning on students' SPLTV problem-solving skills. (4) AIR learning does not affect SPLTV problem-solving ability for students with high self-efficacy. (5) AIR learning affects SPLTV problem-solving ability for students with medium and low self-efficacy.
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