Word-Problem Solving Instruction and Motivation: Influences on Mathematics Performance, Self-Efficacy, and Self-Regulated Learning in Secondary Students

Abstract

Although word problem-solving is widely recognized as central to mathematics education, existing intervention studies predominantly focus on cognitive outcomes, with limited empirical examination of non-cognitive variables such as self-regulated learning, self-efficacy, and the moderating role of students’ motivational orientation within experimental designs. This study investigates the influence of a word problem-solving (WPS) intervention on secondary school students’ mathematics performance, SRL, and self-efficacy, while examining the interaction effect of intrinsic and extrinsic motivation. A quasi-experimental pretest–posttest control group design was employed, involving 128 eighth-grade students from a private secondary school in Indonesia who were assigned to either a WPS class or a conventional problem-solving class. Mathematics performance was measured using an essay-based problem-solving test, while motivation, SRL, and self-efficacy were assessed through self-report questionnaires. Instrument validity was established through expert judgment and item–total correlation analysis, and reliability was confirmed using Cronbach’s alpha coefficients. Data were analyzed using multivariate analysis of covariance (MANCOVA), controlling for pretest scores, and effect sizes were calculated to determine the magnitude of the effects. The results indicate significant improvements across all dependent variables, with the WPS intervention demonstrating larger effect sizes (0.106 < η² < 0.650) than motivation alone (0.059 < η² < 0.243). Intrinsically motivated students benefited more from the intervention, exhibiting greater gains in self-regulation, self-efficacy, and mathematics performance than their extrinsically motivated peers. A significant interaction between instructional approach and motivation suggests that students’ motivational orientation influences intervention effectiveness. Despite its limitations, this study highlights the importance of integrating cognitive and non-cognitive factors, particularly self-efficacy and self-regulated learning, into mathematics instruction. Future research should employ randomized controlled trials with larger and more diverse samples, as well as longer intervention durations, to strengthen causal inference and generalizability. Abstrak Meskipun pemecahan masalah berbasis soal cerita (word problem-solving) secara luas diakui sebagai komponen sentral dalam pendidikan matematika, sebagian besar penelitian intervensi yang ada masih berfokus pada luaran kognitif, dengan keterbatasan kajian empiris terhadap variabel non-kognitif seperti self-regulated learning (SRL), efikasi diri, serta peran moderasi orientasi motivasi siswa dalam desain eksperimental. Penelitian ini bertujuan untuk mengkaji pengaruh intervensi pemecahan masalah berbasis soal cerita (Word Problem-Solving/WPS) terhadap performansi matematika, SRL, dan efikasi diri siswa sekolah menengah, sekaligus menelaah efek interaksi antara motivasi intrinsik dan ekstrinsik. Penelitian ini menggunakan desain kuasi-eksperimental pretest–posttest control group yang melibatkan 128 siswa kelas VIII dari sebuah sekolah menengah swasta di Indonesia, yang dibagi ke dalam kelas WPS dan kelas pemecahan masalah konvensional. Performansi matematika diukur menggunakan tes pemecahan masalah berbentuk soal uraian, sedangkan motivasi, SRL, dan efikasi diri diukur menggunakan kuesioner laporan diri. Validitas instrumen ditetapkan melalui penilaian ahli dan analisis korelasi item–total, sementara reliabilitas dikonfirmasi menggunakan koefisien Cronbach’s alpha. Data dianalisis menggunakan Multivariate Analysis of Covariance (MANCOVA) dengan mengontrol skor pretest, serta perhitungan ukuran efek untuk menentukan besarnya pengaruh. Hasil penelitian menunjukkan peningkatan yang signifikan pada seluruh variabel dependen, dengan intervensi WPS menunjukkan ukuran efek yang lebih besar (0,106 < η² < 0,650) dibandingkan pengaruh motivasi semata (0,059 < η² < 0,243). Siswa dengan motivasi intrinsik memperoleh manfaat yang lebih besar dari intervensi, yang ditunjukkan melalui peningkatan SRL, efikasi diri, dan performansi matematika yang lebih tinggi dibandingkan siswa dengan motivasi ekstrinsik. Interaksi yang signifikan antara pendekatan pembelajaran dan motivasi menunjukkan bahwa orientasi motivasi siswa memengaruhi efektivitas intervensi. Meskipun memiliki keterbatasan, penelitian ini menegaskan pentingnya integrasi faktor kognitif dan non-kognitif, khususnya efikasi diri dan self-regulated learning, dalam pembelajaran matematika. Penelitian selanjutnya disarankan menggunakan uji coba terkontrol secara acak dengan sampel yang lebih besar dan beragam, serta durasi intervensi yang lebih panjang, untuk memperkuat inferensi kausal dan generalisasi temuan.

Keywords

• Mathematics
• Self-Efficacy
• Self-Regulated Learning
• Word-Problem Solving