EKSPLORASI KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA DALAM MENYELESAIKAN SOAL OPEN-ENDED DITINJAU DARI SELF-EFFICACY

Abstract

Kemampuan pemecahan masalah matematis (KPMM) merupakan kompetensi penting dalam pembelajaran matematika, namun banyak siswa masih mengalami kesulitan saat mengerjakan soal open-ended yang menuntut pemahaman konsep dan penggunaan strategi yang fleksibel. Self-efficacy turut memengaruhi cara siswa menghadapi masalah, terutama terkait usaha, ketekunan, dan keyakinan dalam memilih strategi. Penelitian ini bertujuan mendeskripsikan KPMM siswa dalam menyelesaikan soal open-ended, menggambarkan self-efficacy siswa dalam pembelajaran matematika, serta menganalisis keterkaitan antara keduanya dalam menyelesaikan soal open-ended. Pendekatan penelitian menggunakan kualitatif dengan metode studi kasus. Subjek terdiri dari 39 orang siswa SMA di Pekanbaru, Riau. Hasil penelitian menunjukkan bahwa KPMM siswa bervariasi pada setiap langkah Polya. Siswa kategori KPMM tinggi mampu memenuhi tiga hingga empat langkah pemecahan masalah, siswa dengan KPMM sedang memenuhi dua hingga tiga langkah, sedangkan siswa kategori KPMM rendah hanya memenuhi satu hingga dua langkah. Self-efficacy siswa berada pada kategori tinggi dan sedang, dengan perbedaan pada keberanian mencoba strategi, ketekunan, dan keyakinan menghadapi soal kompleks. Analisis menunjukkan bahwa self-efficacy berperan dalam kelancaran proses pemecahan masalah, namun tidak selalu berbanding lurus dengan pemahaman konsep. Temuan ini menegaskan pentingnya pembelajaran yang menguatkan konsep sekaligus meningkatkan keyakinan diri siswa dalam menghadapi soal matematika terbuka. Kata kunci: Kemampuan Pemecahan Masalah Matematis, Soal Open-Ended, Self-Efficacy Mathematical problem-solving ability is a fundamental competence in mathematics education, yet many students still encounter difficulties when working on open-ended problems that require strong conceptual understanding and flexible strategies. Self-efficacy also plays a significant role in shaping how students approach and respond to mathematical tasks, particularly regarding effort, persistence, and confidence in selecting solution strategies. This study aims to describe students’ mathematical problem-solving ability in solving open-ended problems, portray their self-efficacy in mathematics learning, and analyze the association between these two aspects. A qualitative approach with a case study design was employed. The participants consisted of 39 senior high school students in Pekanbaru, Riau. The findings indicate that students’ performance varies across Polya’s problem-solving steps. Students with high problem-solving ability successfully completed three to four steps, those with moderate ability completed two to three steps, while students with low ability completed only one to two steps. Students’ self-efficacy fell into high and moderate categories, distinguished by differences in their willingness to attempt strategies, persistence, and confidence when dealing with complex problems. The analysis shows that self-efficacy contributes to the fluency of the problem-solving process, although it does not always correspond to students’ conceptual understanding. These results highlight the importance of instructional practices that strengthen conceptual mastery while simultaneously enhancing students’ confidence in solving open-ended mathematical problems. Keywords: Mathematical Problem-Solving Ability, Open-Ended Problems, Self-Efficac