The EFFECT OF SCALE CATEGORY NUMBER ON ACCURACY OF PREDICTIVE VALIDITY OF MATHEMATICAL SELF-EFFICACY SCALE

The purpose of this study was to obtain empirical data about the effect of the number of scale categories on the accuracy of the predictive validity of the Mathematics Self-Efficacy Scale between those using a scale of three categories of answers and a scale of five categories of answers. This research uses a quantitative method of comparative study. The population in this study were all students of Madrasah Aliyah (Islamic High School) class XI IPA in North Jakarta in the academic year 2019/2020. Sampling was done by simple random sampling and there were 230 students from six public and private Madrasah Aliyah. The instruments used were tests and non-tests. The test instrument was in the form of a Mathematics learning achievement test and a non-test instrument in the form of a Mathematics Self-Efficacy Scale. The research hypothesis was tested using a t-test. The results showed that the average standard error of estimating the predictive validity of the Mathematics Self-Efficacy Scale using the five answer categories scale was lower than the scale of the three answer categories. The conclusion of the study is the predictive validity of the Mathematics Self-Efficacy Scale which uses a five-answer category scale that is more accurate in predicting mathematics learning outcomes.

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The EFFECT OF SCALE CATEGORY NUMBER ON ACCURACY OF PREDICTIVE VALIDITY OF MATHEMATICAL SELF-EFFICACY SCALE

JISAE JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION ◽

10.21009/jisae.v6i1.13498 ◽

2020 ◽

Vol 6 (1) ◽

pp. 103-112

Author(s):

Iwan Setiadi ◽

Erdawaty Kamaruddin ◽

Soeprijanto

Keyword(s):

Predictive Validity ◽

Self Efficacy ◽

Mathematics Learning ◽

Simple Random Sampling ◽

Public And Private ◽

Test Instrument ◽

Answer Category ◽

Scale Category ◽

Average Standard Error ◽

Mathematics Self Efficacy

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Engagement with Mathematics Courseware in Traditional and Online Remedial Learning Environments: Relationship to Self-Efficacy and Achievement

Journal of Educational Computing Research ◽

10.2190/ec.37.3.c ◽

2007 ◽

Vol 37 (3) ◽

pp. 267-288 ◽

Cited By ~ 20

Author(s):

Dianna J. Spence ◽

Ellen L. Usher

Keyword(s):

Mathematics Achievement ◽

Learning Environments ◽

Self Efficacy ◽

Cognitive Theory ◽

Mathematics Learning ◽

Self Regulation ◽

Online Environment ◽

And Mathematics ◽

Computer Self Efficacy ◽

Mathematics Self Efficacy

This research applied Bandura's (1986) social cognitive theory to examine engagement with courseware in traditional and online remedial mathematics learning environments. The study investigated the relationship of courseware engagement to age, computer self-efficacy, computer playfulness, and self-efficacy for self-regulated mathematics learning. The study also analyzed mathematics achievement in terms of engagement, age, gender, mathematics grade self-efficacy, and self-efficacy for self regulated mathematics learning. Participants were 88 students in a traditional environment and 76 students in an online environment. The two groups differed significantly in age, mathematics grade self-efficacy, computer self-efficacy, computer playfulness, courseware engagement, and mathematics achievement. When controlled for age, all significant differences found between the two groups persisted. When controlled for mathematics self-efficacy, the groups no longer differed significantly in mathematics achievement, but all other significant differences remained. Computer self-efficacy and computer playfulness each had a significant association with courseware engagement in the online environment, but not in the traditional environment. Regression models revealed that course setting, age, and self-efficacy for self-regulation jointly predicted engagement with courseware. Both mathematics grade self-efficacy and age jointly predicted achievement. These findings support the views that mathematics self-efficacy is among the most significant predictors of mathematics achievement; computer self-efficacy and computer playfulness are associated with courseware engagement; and self-regulation is an important component of e-learning. Implications for researchers and educators are discussed.

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Pengaruh Kecerdasan Intrapersonal dan Kedisiplinan Belajar terhadap Prestasi Belajar Matematika

JKPM (Jurnal Kajian Pendidikan Matematika) ◽

10.30998/jkpm.v3i2.2772 ◽

2018 ◽

Vol 3 (2) ◽

pp. 135

Author(s):

Farel Zefanya

Keyword(s):

Hypothesis Test ◽

Mathematics Learning ◽

Sampling Technique ◽

Simple Random Sampling ◽

Learning Achievement ◽

Achievement Data ◽

Normality Test ◽

Test Instrument ◽

Result Show ◽

Linearity Test

<em><span>The purpose of this study is to know: 1) the impacts of intrapersonal question and learning discipline on mathematics learning achievement all together.2) the impacts of intrapersonal question on mathematics learning achievement,3) the impacts of learning discipline on mathematics learning achievement. The methode used is correlational survey on the students of class x at SMK Raflesia Depok, at academic years 2015/2016. Sample is taken by simple random sampling technique from 40 respondents. Data collecting instrument used quisionaire for intrapersonal question and learning discipline and test instrument for mathematics learning achievement. Data is analyzed with test requirement analysis i.e normality test, linearity test and multicolineairity test. After test requirement fulfilled, the writer did inferensial analysis for hypothesis test by using double inferensial analysis. Based on the result show that: 1) there are impacts of intrapersonal question and learning discipline on mathematics learning achievement all together. 2) there are impacts of intrapersonal question on mathematics learning achievement. 3) there are impacts of learning discipline on mathematics learning achievement.</span></em>

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Perception or Confidence? Self-Concept, Self-Efficacy and Achievement in Mathematics: A Longitudinal Study

Policy Futures in Education ◽

10.2304/pfie.2009.7.4.387 ◽

2009 ◽

Vol 7 (4) ◽

pp. 387-398 ◽

Cited By ~ 6

Author(s):

Hsin-Yi Kung

Keyword(s):

Mathematics Achievement ◽

Self Efficacy ◽

Longitudinal Design ◽

International Association ◽

Mathematics Learning ◽

School Level ◽

Self Concept ◽

Learning Mathematics ◽

And Mathematics ◽

Mathematics Self Efficacy

The Third International Mathematics and Science Study research of the International Association for the Evaluation of Educational Achievement reported in 2003 that Taiwanese fourth- and eighth-graders' mathematics performance exceeded the international average; both groups ranked fourth from among all the participant countries. However, the Index of Students' Self-Confidence in Learning Mathematics was below the international average for both these groups. This study, coming at the end of the first year of a three-year project, explored Taiwanese students' mathematics learning at the high school level from a social cognitive perspective. Utilising structural equation modelling, it examined the relationships among mathematics self-concept, mathematics self-efficacy and mathematics achievement using a longitudinal design. The subjects included 2198 seventh- and tenth-graders from Taiwan. The results indicate a significant correlation between mathematics self-concept and mathematics self-efficacy as well as significant longitudinal effects. Mathematics achievement at Time 1 significantly predicted the mathematics self-concept, mathematics self-efficacy and mathematics achievement at Time 2, while mathematics self-concept and mathematics self-efficacy at Time 1 significantly predicted mathematics achievement at Time 2. The implications of these findings are discussed from the viewpoint of cultivating the students' interest and confidence in learning mathematics, and suggestions are provided for further research.

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Differentiated instruction enhances sixth-grade students' mathematics self-efficacy, learning motives, and problem-solving skills

Social Behavior and Personality An International Journal ◽

10.2224/sbp.9094 ◽

2020 ◽

Vol 48 (6) ◽

pp. 1-13

Author(s):

Chih-Pin Lai ◽

Wanpeng Zhang ◽

Yu-Liang Chang

Keyword(s):

Problem Solving ◽

Differentiated Instruction ◽

Self Efficacy ◽

Mathematics Learning ◽

Mathematical Problem ◽

Sixth Grade ◽

Mediating Effect ◽

Problem Solving Skills ◽

Sixth Grade Students ◽

Mathematics Self Efficacy

We examined the effectiveness of a differentiated instruction intervention in promoting 6th grade students' mathematics self-efficacy (MSE), mathematics learning motives (MLM), and mathematical problem-solving skills (MPSS). The relationships among MSE, MLM, and MPSS were also assessed. We employed a longitudinal approach with a pretest and posttest design with 25 students, and used 3 instruments for quantitative data collection. Findings showed that the application of the differentiated instruction learning environment was significantly beneficial in advancing the students' MSE, MLM, and MPSS. In addition, MSE significantly predicted MLM and MPSS, such that the mediating effect of MLM on the effect of MSE on MPSS was partial. This finding shows that the stronger the MSE of 6th grade students is, the better their MLM are, which, in turn, advance their MPSS.

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Improving students’ mathematics self-efficacy through problem based learning

Malikussaleh Journal of Mathematics Learning (MJML) ◽

10.29103/mjml.v1i1.679 ◽

2018 ◽

Vol 1 (1) ◽

pp. 26 ◽

Cited By ~ 6

Author(s):

Lisda Fitriana Masitoh ◽

Harina Fitriyani

Keyword(s):

Action Research ◽

Learning Process ◽

Self Efficacy ◽

Action Observation ◽

Mathematics Learning ◽

Problem Based Learning ◽

Learning Approach ◽

Affective Factors ◽

Classroom Action Research ◽

Mathematics Self Efficacy

One of the important affective factors for students in mathematics learning is self-efficacy. The students should have high mathematics self-efficacy. So, it can support the success of learning process. The facts that indicated the low of students’ mathematics self-efficacy, encouraging the efforts to improve self-efficacy through the improvement of the learning process. One of them is by applying the problem based learning approach. This research was a classroom action research by applying problem based learning approach to improve students’ mathematics self-efficacy. The classroom action research was done in two cycles. Each cycle consists of planning, action, observation, and reflection. The findings of this research revealed that the problem based learning approach could improve student’s mathematics self-efficacy. At the end of the first cycle, the students’ mathematics self-efficacy was still in the medium category and increased at the end of the second cycle, which students’ mathematics self-efficacy has been in high category.

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THE EFFECT OF USING PEER TUTOR METHODS AND SELF-EFFICACY ON MATH LEARNING OUTCOMES

Akademika ◽

10.34005/akademika.v10i02.1576 ◽

2021 ◽

Vol 10 (02) ◽

pp. 371-382

Author(s):

Dailami Firdaus ◽

Iffah Budiningsih ◽

Sifah Fauziah

Keyword(s):

Learning Outcomes ◽

Self Efficacy ◽

Mathematics Learning ◽

Descriptive Analysis ◽

Control Variable ◽

Sampling Technique ◽

Simple Random Sampling ◽

Moderator Variable ◽

Lecture Method ◽

Peer Tutor

The present study aims to identify the implementation of a peer-tutor method and self-efficacy towards the students’ mathematics learning outcomes. This experimental study involved two classes (each consisting of 35 students) as the research sample, which were extracted by a simple random sampling technique. Moreover, the data were analyzed by descriptive analysis, two-way ANOVA, and Tukey test. The study involved variables as follows: the peer tutor method was the experiment variable, the lecture method was the control variable, and the moderator variable was the self-efficacy indicator that was analyzed using instruments of learning outcomes test and questionnaire. The results reveal that: a) the learning outcomes of experiment class (peer tutor method) is higher than control class (lecture method); b) there is an interaction between the learning method and self-efficacy towards the learning outcomes; c) students with higher self-efficacy have higher learning results when taught by peer-tutor method compared to those who were taught by lecture method; d) for those with lower self-efficacy, both peer-tutor and lecture method generate similar learning results; e) for subjects like mathematics, peer-tutor method is suggested.

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HASIL BELAJAR DAN EFIKASI DIRI SISWA SEKOLAH MENENGAH PERTAMA PADA MATA PELAJARAN MATEMATIKA

Sigma ◽

10.36513/sigma.v6i2.807 ◽

2020 ◽

Vol 6 (1) ◽

pp. 8

Author(s):

Fanisa Dina Amalia ◽

Eyus Sudihartinih

Keyword(s):

High School Students ◽

Learning Outcomes ◽

Junior High School ◽

Self Efficacy ◽

Pearson Correlation ◽

Mathematics Learning ◽

Sampling Technique ◽

Simple Random Sampling ◽

School Students ◽

The Relationship

This research is a quantitative descriptive study that aims to determine the level of student self-efficacy in mathematics and the relationship of self-efficacy with student mathematics learning outcomes. The population of this research was 56 junior high school students in Serang, Banten. The sample of this research was 30 students with the sampling technique used was a simple random sampling technique simple. To determine the relationship between student’s self-efficacy and mathematics learning outcomes, a simple linear regression test and Pearson correlation test were performed. The results of this research were the level of student’s self-efficacy is in the medium category and student’s self-efficacy has an influence but not significant on student’s mathematics learning outcomes.

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