Electronic Theses and Dissertation

Penelitian ini bertujuan untuk mengetahui peningkatan self-esteem (harga diri) siswa dalam pembelajaran matematika melalui pendekatan open-ended di smp negeri 14 banda aceh. pendekatan open-ended memberikan kesempatan kepada siswa untuk mengembangkan ide dan solusi berdasarkan kemampuan masing-masing, sehingga mampu meningkatkan rasa percaya diri serta penghargaan terhadap usaha sendiri. penelitian ini menggunakan pendekatan mixed methods dengan desain quasi experiment model one-group pretest-posttest. instrumen yang digunakan adalah angket math specific self-esteem (msse) yang dilanjutkan dengan wawancara. analisis data menunjukkan tidak terdapat peningkatan self-esteem yang signifikan berdasarkan hasil uji n-gain yang berada pada kategori rendah. namun, temuan pada wawancara mengungkapkan adanya kontradiksi, di mana siswa dengan skor self-esteem sangat tinggi dan rendah dalam angket justru menunjukkan manifestasi perilaku yang berlawanan saat wawancara. temuan ini menunjukkan bahwa hasil pengukuran self-esteem melalui instrumen angket tidak selalu mencerminkan keadaan afektif siswa secara utuh

This study aims to determine the improvement of students' self-esteem in learning mathematics through an open-ended approach at SMP Negeri 14 Banda Aceh. The open-ended approach provides opportunities for students to develop ideas and solutions based on their individual abilities, so as to increase self-confidence and appreciation of their own efforts. This study used a mixed methods approach with a quasi experiment design of one-group pretest-posttest model. The instrument used was the Math Specific Self-Esteem (MSSE) questionnaire followed by an interview. Data analysis showed that there was no significant increase in self-esteem based on the N-Gain test results which were in the low category. However, the findings in the interview revealed a contradiction, where students with very high and low self-esteem scores in the questionnaire actually showed the opposite behavioral manifestations during the interview. This finding shows that the results of measuring self-esteem through questionnaire instruments do not always reflect the affective state of students as a whole