The Effect of the Problem Posing Learning Model on Students' Mathematical Critical Thinking Ability Based on Self-Efficacy Levels
Keywords:
Problem Posing, Mathematical Critical Thinking Ability, Self EfficacyAbstract
This study aimed to determine the effect of the Problem Posing learning model on students' mathematical critical thinking ability in terms of self-efficacy. This study employed a quasi-experimental method with a 2x3 factorial design. The sample consisted of one experimental class and one control class. Data were collected through a critical thinking test and a self-efficacy questionnaire, then analyzed using Two-Way ANOVA. The results revealed a significant difference in mathematical critical thinking ability between students taught using the Problem Posing learning model and conventional instruction (Fcount=4.42>Ftable=4.01). However, no significant difference was found among students with high, moderate, and low self-efficacy levels (Fcount=0.026<Ftable=3.16). Furthermore, no interaction was found between the learning model and self-efficacy (Fcount=1.03<Ftable=3.16). Therefore, the Problem Posing learning model significantly improves students' mathematical critical thinking ability, whereas self-efficacy does not significantly influence it.
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Copyright (c) 2026 Ignasia Delinda Putri, Risnawati
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Accepted 2026-11-02
Published 2026-11-03
