Junior high school student: The problem-solving ability based on self-efficacy (original) (raw)
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The problem solving skills are part of learning mathematics and an important component of 21st century education. But students often experience success doing it. The purpose of this study was to determine the relationship between mathematical abilities, self-efficacy and problem solving abilities. This is a result of low mathematical abilities and self-efficacy. The research was a survey. Samples were randomly selected as many as 135 students from whole high school students in the Kota Bengkulu. The research instruments were a self-efficacy questionnaire, a mathematical ability test and a mathematical problem solving test. Data was analyzed using structural equation modeling. We used LISREL 8.8 to test the structural model. The results, there is a positive direct effect of mathematics ability on problem solving abilities; there is a positive direct effect of self-efficacy on problem solving abilities, and there is a positive direct effect of mathematics ability on self-efficacy.
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The study aimed at finding out the level of Mathematics self-efficacy and its relationship with the Mathematics performance of tenth-grade students. The study used a quantitative method. The data was collected from one middle secondary school and three central schools under the Pemagatshel district from 3 March to 16 March 2020. A total of 300 students comprising 150 males and females each were included for the study. The data was collected using Mathematics Self-Efficacy Scales and analyzed using SPSS. The overall finding indicated that students had an average level of Mathematics self-efficacy (M=3.25; SD= 0.60). Among the four sources of self-efficacy, the study revealed that the students had high Mathematics self-efficacy in vicarious experience (M= 3.67; SD= 0.62). The Pearson correlation indicated a moderate positive correlation (r= .467, P=.05) between Mathematics self-efficacy and Mathematics performance. Higher the Mathematics self-efficacy, better the Mathematics performan...
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 2021
This study aims to describe whether the increase in mathematical problem solving abilities and Self Efficacy of students who are taught using problem-based learning models is higher than students who are taught with ordinary learning, to describe whether there is an interaction between students' initial mathematical abilities and learning towards increased mathematical problem solving abilities. students, as well as to describe whether there is an interaction between students' initial mathematical abilities and learning towards increasing student Self-Efficacy. Based on the ANOVA 2 x 2 calculation, it is obtained Fcount = 88.82 while the Ftable value = 2.36 for dk (1.62) and a significant level of 5%. It turns out that the value of Fcount> Ftable, so that Ho is rejected and Ha is accepted. Then from table 4. The probability value (sig) is smaller than 0.05 so that H0 is rejected. Thus it can be concluded that the results of students' mathematical problem-solving abili...
Materials in mathematics are provided not only as an ability to memorize, but also to train the ability of mathematical understanding. Students' mathematical understanding ability is influenced by the students' belief in solving the given problems. This research aim to determine the mathematical understanding ability of junior high school students. This research is descriptive qualitative research. Data collection was done through a test, questionnaire, and interview. The result showed that students with high self-efficacy category could master the three indicators of students' mathematical understanding ability well, namely translation, interpretation, and exploration. Students with moderate self-efficacy category can master translation indicator and able to achieve interpretation indicator but they unable to reach exploration indicator. Students with low self-efficacy category only master the translation, but they cannot achieve the interpretation and exploration indicators. So, the students who have high, moderate or low self-efficacy master the indicator of mathematical understanding based on the level of understanding capabilities on each student.
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The purpose of this study was to determine the relationship between self -efficacy and student achievement in mathematics class II at MI PGM Cirebon City. The approach used for research is quantitative and the research design uses a correlational research design. The population of this study were class II students of MI PGM Cirebon City. The sampling technique used a saturated sample with 48 students as respondents. The data collection instruments used were questionnaires and documentation. The research data were analyzed through normality tests, unilinearity tests, and hypothesis testing using SPSS version 16.0 for windows. The results showed that the self-efficacy of class II students at MI PGM Cirebon City was in the moderate category. It is known that as many as 48 respondents with a percentage of 60.4% have self-efficacy and as many as 1 respondent with a presentation of 2.1% have self- efficacy. Learning achievement in class II mathematics at MI PGM Cirebon City, it can be con...
An Analysis of Mathematical Self-Efficacy of the 10th Grade MIPA Students of MAN Salatiga
Indonesian Journal of Mathematics Education, 2020
The skills required in the 21st century are highly varied. One of them is a skill in the affective aspect, such a self-efficacy which needs to be developed. Self-efficacy can affect someones future success. Someone who has a high self-efficacy will overshoot something easier than reality. But on the other hand, a person with low self-efficacy will perceive something more difficult than reality. This causes someone to get stress and depression easily. This research aims to find out and describe the mathematical self-efficacy of students. This research is qualitative descriptive research. The subjects of the research were the students of the 10th grade MIPA of MAN Salatiga for the academic year 2018/2019 which amounted to 73 students. The instrument is used as a self-efficacy questionnaire format developed from a self-efficacy of Sutanto (2018). The instrument consists of 20 statements and has been validated by expert lecturers. The results of the research showed that 2,74% of student...
Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019), 2019
This study aims to determine: (1) the effect of realistic mathematics approach on student mathematics problemsolving ability; (2) the effect of self-efficacy on student mathematics problem-solving ability; (3) the interaction between realistic mathematics approach and self-efficacy on student mathematics problem-solving ability. This research is a quasiexperimental research. The population research is students of class V-A, V-B, and V-C Gracia Sustain Private Elementary School. The sample in this research is class V-A as the control class that consists of 30 students which were taught using the conventional approach and for class V-B for the experimental class which was taught using realistic mathematics approach. The instruments used were: (1) mathematics problem-solving test, that was essay test; (2) self-efficacy questionnaire sheet. These instruments had fulfilled the terms of validity and reliability coefficient. The findings of the research showed that: (1) there are effects of realistic mathematics approach towards student mathematics problem-solving ability. It is shown by the mathematics problem-solving outcomes of students who received the realistic mathematics approach got mean score as 78,37 while the mathematics problem-solving outcomes of student who received the conventional approach got mean score as 67,70; (2) based on the results of data calculations can be seen that the mathematics problem-solving ability on students who have high self-efficacy got mean score as 79,38 while the mathematics problem-solving ability on students who have low self-efficacy got the mean score as 64,18; and (3) the hypothesis result testing showed that there is no interaction between the use of realistic mathematics approach and self-efficacy towards students mathematics problem-solving ability.
Identifiying of problem solving abilities in Mathematics among Junior High School students
Journal of Education and Learning (EduLearn), 2020
This study aims to identify the problem solving abilities possessed by junior high school students. The type of research used is quantitative which uses a research design survey. The sample of this study is 98 students taken based on purposive sampling techniques. This study uses descriptive statistics to analyze the data generated. From the results of the analysis that has been done, it was found that there is a problem solving indicator by students in mathematics which is a indicated by the indicators of planning a solution which has a good category of a 56.1% (55 of 98) students, the indicator of problem solving has a good category of a 56.1% (55 out of 98) students, indicators of a problem solving planning had a good category of a 54.1% (53 of 98) students, and an indicator of understanding a problem had a good category of a 60.2% (59 of 98) students.
AFRICAN JOURNAL OF SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION (AJSTME), 2024
This study investigated teachers' problem-solving skills as predictor of senior secondary students' self-efficacy in mathematics in Cross River State. To direct the investigation, two research questions and two null hypotheses were developed. A correlational survey design was used in carrying out this study. The population of the study consisted of all the 269 senior secondary three (SS 3) mathematics teachers and 13,653 senior secondary three (SS 3) students, making a total of 13, 922 senior secondary three mathematics teachers and students in the 269 public secondary schools in Cross River State that operate senior secondary. The sample size for the study consisted of 377 respondents (16 male mathematics teachers, 16 female mathematics teachers, and 345 students). For the purpose of data analysis, the average responses of students in each sampled school were used (32 average students' responses). The multistage sampling procedure was used to draw the sample for this study. Rating Scale for Mathematics Teachers Problem Solving Skills (RSMTPSS) and Students' Mathematics Self-Efficacy Rating Scale (SMSERS) were used for data collection. The reliability coefficients of RSMTPSS and SMSERS were 0.81 and 0.87 respectively. Pearson Product Moment Correlation was used to answer research questions, while all the hypotheses were tested using regression ANOVA (Fratio) at a 0.05 level of significance. The results indicated that there was a high positive predictive power between teachers' problem-solving skills in learning mathematics, and students' self-efficacy in learning mathematics. Also, mathematics teachers' problem-solving skills significantly predicted students' self-efficacy in learning some mathematics-infused topics; male mathematics teachers' problem-solving skills predicted students' self-efficacy in learning mathematics more than their female counterparts. It was recommended, among others, that more practical opportunities be facilitated for mathematics teachers at education faculties to prepare them for 21st century students and schools.
2017
The purpose of this research are: (1) To know the difference of problem solving ability of mathematics between students who are given problem-based learning model with students who are given STAD learning model, (2) to know the difference of self-efficacy of students between students who are given problembased learning model with students (3) Find out if there is interaction between learning model with students 'early math ability on students' mathematical problem solving abilities, (4) to find out whether there is interaction between learning model and student's early math ability toward student self-efficacy. This research is a quasi-experimental study. The population in this study consists of all students of SMA PGRI 12 Medan. The sample of research was taken randomly as many as 2 classes amounted to 64 students. Data analysis was done with two-way ANAVA. The results of this study indicate that (1) there is a difference of problem solving ability of mathematics betwee...