EFFECTIVENESS OF PROBLEM SOLVING OF SOLSO AND LOCUS OF CONTROL AGAINST MATHEMATICS LEARNING ACHIEVEMENTS OF HIGH SCHOOL STUDENTS

Abstrak

This research is motivated by the low mathematics learning outcomes of high school students due to the fact that students are not yet optimally involved in learning and locus of control is less balanced in learning. Solso problem solving strategies are used as an alternative to optimize students' thinking abilities and locus of control in balance. The purpose of this study was to examine: 1) is there a significant difference between students who are taught Solso problem solving strategies with students who are taught with conventional learning strategies on mathematics learning achievement, 2) is there a significant difference between students who have internal locus of control and students who have external locus of control on mathematics learning achievement, 3) is there a significant interaction effect between learning strategies and locus of control on student mathematics learning achievement. The study design was a quasi-posttest experiment. The subjects of the study were students of class XI-IPA 1 Soko Tuban High School, class XI-IPA 1 as the experimental class and class XI-IPA 2 as the control class. The instrument used is a test and questionnaire locus of control. Data analysis techniques use Two Way Anova. The results of the study concluded that: 1) there were significant differences in mathematics learning achievement between students who were taught Solso problem solving strategies with students who were taught conventional learning strategies, 2) there were significant differences in mathematics learning achievement between students who had internal locus of control and external locus of control, 3) there is no significant interaction effect between learning strategies and locus of control on mathematics learning achievement.