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IBL-CRIG, Self-Efficacy, and Mathematical Problem Solving in Islamic Higher Education

Jurnal Pendidikan Islam (2026)

ISSN
2460-8149, 2355-4339
Terbit
2026-10-21
Penerbit
The Faculty of Tarbiyah and Teacher Training associated with PSPII
Bahasa
eng

Abstrak

This study aims to examine the effect of the Inquiry-Based Learning (IBL) model, specifically the CRIG framework, on the Mathematical Problem-Solving Ability (MPSA) of mathematics education students at an Islamic higher education institution in Bandung, with consideration for their self-efficacy (SE) levels. Employing a quasi-experimental design with 56 students, the sample was divided into an IBL-CRIG framework group and a Direct Instruction (DI) group. Data were collected using valid and reliable instruments for MPSA and SE, and subsequently analyzed through two-way ANOVA and descriptive statistics. The results indicate that the IBL-CRIG framework model is more effective in enhancing overall MPSA, yielding an average score of 39.54 compared to 31.43 for the DI model. Significant differences in MPSA achievement were observed based on both the instructional model and SE levels (low, medium, and high); however, no significant interaction was found between the instructional model and SE levels. Regarding SE, students in both groups fell within the medium-to-high range, with the IBL-CRIG group showing strengths in mental effort and support indicators, while the DI group excelled in focus and reward indicators. The integration of problem-solving methods with Islamic spiritual values fosters contextual solutions that are technically effective, ethical, and sustainable. Consequently, the IBL-CRIG framework serves as an effective primary instructional approach for optimally enhancing students’ mathematical problem-solving abilities across all levels of self-efficacy.

Kata kunci

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40 penulis · 132 tautan kepenulisan bersama · 7 lintas organisasi · menampilkan 40 yang paling banyak terhubung

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  • Sunan Gunung Djati State Islamic University Bandung
  • Universitas Negeri Padang
  • Universitas Pasundan
  • Institut Agama Islam Negeri Kendari
  • Universiti Teknikal Malaysia Melaka
  • Afiliasi tidak diketahui
  • Organisasi berbeda
  • Organisasi sama
  • Afiliasi tidak diketahui
  • Garis lebih tebal = lebih banyak artikel bersama · lingkaran lebih besar = lebih banyak artikel
Tampilkan sebagai tabel
Rekan penulisOrganisasiArtikel bersama
Rahayu KariadinataAfiliasi tidak diketahui4
Tika Karlina RachmawatiAfiliasi tidak diketahui3
Didi SuryadiAfiliasi tidak diketahui3
Suhendra SuhendraAfiliasi tidak diketahui2
Nuruzzaman MSAfiliasi tidak diketahui2
Juariah JuariahAfiliasi tidak diketahui2
Ida NuraidaAfiliasi tidak diketahui2
Ujang DedihAfiliasi tidak diketahui2
Turmudi TurmudiAfiliasi tidak diketahui2
Al JupriAfiliasi tidak diketahui2
Dian Sa’adillah MaylawatiUniversiti Teknikal Malaysia Melaka1
Tedi PriatnaSunan Gunung Djati State Islamic University Bandung1
Muhammad Ali RamdhaniSunan Gunung Djati State Islamic University Bandung1
Rahayu KariadinataSunan Gunung Djati State Islamic University Bandung1
R. Poppy YaniawatiUniversitas Pasundan1
Dede RiyandaniUniversitas Pasundan1
Midratul FardillaUniversitas Negeri Padang1
Ilham SalsabilaAfiliasi tidak diketahui1
Zeus Marullah AswinAfiliasi tidak diketahui1
FadilaAfiliasi tidak diketahui1
AkbarullahAfiliasi tidak diketahui1
Eni KamalAfiliasi tidak diketahui1
Indang DewataAfiliasi tidak diketahui1
Nurhasan SyahUniversitas Negeri Padang1
Eri BarlinAfiliasi tidak diketahui1
HeldiAfiliasi tidak diketahui1
Iswandi UmarUniversitas Negeri Padang1
Cece KustiawanAfiliasi tidak diketahui1
Al Azhary MastaAfiliasi tidak diketahui1
Nadiatun FirdaAfiliasi tidak diketahui1
Susanti SusantiInstitut Agama Islam Negeri Kendari1
Kompri KompriAfiliasi tidak diketahui1
Wulan Anna PertiwiAfiliasi tidak diketahui1
Tri Kurniati SAfiliasi tidak diketahui1
Tria Rahma IsnainiAfiliasi tidak diketahui1
Yunila SukmaAfiliasi tidak diketahui1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://journal.uinsgd.ac.id/index.php/jpi/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 6 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">IBL-CRIG, Self-Efficacy, and Mathematical Problem Solving in Islamic Higher Education</dc:title>
	<dc:creator>Sugilar, Hamdan</dc:creator>
	<dc:creator>Fatimah, Siti</dc:creator>
	<dc:creator>Dahlan, Jarnawi Afgani</dc:creator>
	<dc:creator>Kusnandi, Kusnandi</dc:creator>
	<dc:subject xml:lang="en-US">IBL-CRIG Framework</dc:subject>
	<dc:subject xml:lang="en-US">Islamic Values</dc:subject>
	<dc:subject xml:lang="en-US">Mathematical Problem-Solving</dc:subject>
	<dc:subject xml:lang="en-US">Real Analysis</dc:subject>
	<dc:subject xml:lang="en-US">Self-Efficacy</dc:subject>
	<dc:description xml:lang="en-US">This study aims to examine the effect of the Inquiry-Based Learning (IBL) model, specifically the CRIG framework, on the Mathematical Problem-Solving Ability (MPSA) of mathematics education students at an Islamic higher education institution in Bandung, with consideration for their self-efficacy (SE) levels. Employing a quasi-experimental design with 56 students, the sample was divided into an IBL-CRIG framework group and a Direct Instruction (DI) group. Data were collected using valid and reliable instruments for MPSA and SE, and subsequently analyzed through two-way ANOVA and descriptive statistics. The results indicate that the IBL-CRIG framework model is more effective in enhancing overall MPSA, yielding an average score of 39.54 compared to 31.43 for the DI model. Significant differences in MPSA achievement were observed based on both the instructional model and SE levels (low, medium, and high); however, no significant interaction was found between the instructional model and SE levels. Regarding SE, students in both groups fell within the medium-to-high range, with the IBL-CRIG group showing strengths in mental effort and support indicators, while the DI group excelled in focus and reward indicators. The integration of problem-solving methods with Islamic spiritual values fosters contextual solutions that are technically effective, ethical, and sustainable. Consequently, the IBL-CRIG framework serves as an effective primary instructional approach for optimally enhancing students’ mathematical problem-solving abilities across all levels of self-efficacy.</dc:description>
	<dc:publisher xml:lang="en-US">The Faculty of Tarbiyah and Teacher Training associated with PSPII</dc:publisher>
	<dc:date>2026-10-21</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.uinsgd.ac.id/index.php/jpi/article/view/58636</dc:identifier>
	<dc:source xml:lang="en-US">Jurnal Pendidikan Islam; ARTICLE IN PRESS</dc:source>
	<dc:source xml:lang="id-ID">Jurnal Pendidikan Islam; ARTICLE IN PRESS</dc:source>
	<dc:source>2460-8149</dc:source>
	<dc:source>2355-4339</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.uinsgd.ac.id/index.php/jpi/article/view/58636/17380</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2023 Jurnal Pendidikan Islam</dc:rights>
</oai_dc:dc>