The Correlation between Mathematics Comprehension and Student’s Self-Efficacy on Fractional Mathematics Learning

Abstract: In the process of teaching and learning mathematics, students usually have an anxiety. One of the anxieties faced by students of elementary schools is tend to hesitated in answering questions because of a lack by self-efficacy and mathematical comprehension. Therefore, this study aims to determine the correlation between mathematics comprehension and student’s self- efficacy on fractional mathematics learning. The method used in this research is a correlational design. The population is all second grade students in North Sumedang. The second grade student’s in the experimental classI (Panyingkiran III Elementary School) and class II (Sukamaju Elementary School) as the research samples. Normality test used by Kolmogorov-Smirnov and correlation test used by Spearman's rho. The results of this research are: 1) There are positive correlation between the mathematics comprehension and student’s self-efficacy on fractional mathematics learning and 2) there are similarities in characteristics between student's of mathematics comprehension and student self-efficacy, so that 28.09% of the variation in achievement students' mathematics comprehension can be influenced by students' self- efficacy. Keywords: Mathematics Comprehension, Self-Efficacy, and Fractional Mathematics Learning.

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THE INFLUENCE OF SELF-EFFICACY ON STUDENTS' WORK READINESS

Jurnal Konseling Pendidikan Islam ◽

10.32806/jkpi.v2i2.53 ◽

2021 ◽

Vol 2 (2) ◽

pp. 233-238

Author(s):

Annisa Nur Fitriyana ◽

Kurjono Kurjono ◽

Budi Santoso

Keyword(s):

Linear Regression ◽

Self Efficacy ◽

Quantitative Research ◽

Analytical Techniques ◽

Work Readiness ◽

Simple Linear Regression ◽

Normality Test ◽

Kolmogorov Smirnov ◽

11Th Grade ◽

Smirnov Test

The purpose of this study was determine the effect of self efficacy on work readiness of vocational students. This research is quantitative research. The population in this study were all students of the 11th grade of the all department at SMK Al Ghazaly as many as 90 students. The population is limited less than 100, all subjects in this study were used as research samples This research use descriptive and verificative methods. The sample of the Analytical techniques used are simple linear regression. Normality test uses the Kolmogorov-smirnov test and simple linear regression. All data calculation using IBM SPSS v. 25 for Windows. The result showed that self efficacy effect toward work readiness The magnitude of the influence of self efficacy against the results of work readiness by 0,275 (27,5%) while the remaining 0,725 (72,5%) is affected by other factors.

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Pengaruh Penggunaan Alat Peraga Timbangan Bilangan Terhadap Pemahaman Konsep Perkalian di Kelas II SD Islam Al Azhar 15 Pamulang

DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar ◽

10.21831/didaktika.v1i1.27782 ◽

2019 ◽

Vol 1 (1) ◽

pp. 1-8

Author(s):

Fery Muhamad Firdaus ◽

Ririn Novita Sari

Keyword(s):

Elementary School ◽

Design Research ◽

Class Ii ◽

Second Grade ◽

Control Group ◽

Mathematics Students ◽

Control Group Design ◽

Average Ability ◽

Conceptual Ability ◽

Quasi Experimental

This study aims to know the use of numerical weighing tools against the suspension of mathematics concepts of students of class II Islamic El Al Azhar 15 Pamulang on multiplication materials. The numerical weighing tool is a semi-concrete tool or a machine that is working on an operation task. This research was conducted in the second grade of Al Azhar Islamic Elementary School 15 Pamulang. The method used in this research is quasi experimental method with The Nonequivalent Posttest-Only Control Group Design research design. The sample in this study consisted of an experimental class using 26 students and a control class directed by 26 students. Instrumen is used in this reseach such us mathematical conceptual ability written essay test. The results showed that the students used by using the instrument of numerical scales using the average ability to comprehend the concept of mathematics students is higher than the average ability to understand the concept of mathematics students who are taught without using the means of weighing the scale of the value of significance 0,001 0.05. Based on result of effect (effect size) obtained d value equal to 0,819. The value of the effect of the size obtained interprets that the use of numerical weights of numerals has a high category. Thus, this shows that there is an influence of the use of numerical weighing tools on the ability to understand the concept of mathematics students in class II Islamic Elementary School Al Azhar 15 Pamulang.

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Mathematics Instruction to Promote Mathematics Higher-Order Thinking Skills of Students in Indonesia: Moving Forward

TEM Journal ◽

10.18421/tem104-60 ◽

2021 ◽

pp. 1945-1954

Author(s):

Benidiktus Tanujaya ◽

Rully Charitas Indra Prahmana ◽

Jeinne Mumu

Keyword(s):

Active Learning ◽

Literature Review ◽

Teaching And Learning ◽

Mathematics Classroom ◽

Mathematics Learning ◽

Thinking Skills ◽

Mathematics Textbooks ◽

Mathematics Students ◽

Classroom Activities ◽

And Mathematics

HOTS instruction in mathematics is rarely explicitly programmed by the schoolteacher. As a result, students' HOTS is at the lowest level, especially in national or international assessments. The purpose of this research is to determine why mathematics education in Indonesia does not have a significant effect on student HOTS by conducting a review of several Indonesian publications on the subject. This research is a qualitative method of literature review related to the HOTS of Indonesian mathematics students, and an organized interview triangulated to support the data and information from the literature review. The interview consisted of two critical questions administered using Google Form: implementing active learning and mathematics textbooks on mathematics classroom activities. The results concluded that there were two primary sources of error in mathematics learning to increase HOTS in Indonesia: active learning and current mathematics textbooks. Besides, in teaching and learning practices, the active learning model is rarely used when using official texts that do not promote HOTS for mathematics students in Indonesia.

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PENINGKATKAN KEMAMPUAN BELAJAR MATEMATIKA SISWA MELALUI PENGGUNAAN MODELTHINK PAIR SHARE (TPS)

JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) ◽

10.29100/jp2m.v4i2.956 ◽

2019 ◽

Vol 4 (2) ◽

pp. 59

Author(s):

Sri Asih

Keyword(s):

Elementary School ◽

Action Research ◽

Cooperative Learning ◽

Mathematics Learning ◽

Learning Ability ◽

Research Subject ◽

Mathematics Students ◽

Mathematics Class ◽

Classroom Action Research

This research is aimedÂ to improve mathematics students learning ability in elementary school, especially on fraction materials through throughthe implementation of cooperative learning on think pair share. This research was a classroom action research refferedto Kemmis and Mc Taggartâ€™s design, which includes planning, acting, observing, and reflecting. The research subject were all the student of sixthgrade Â in SDN 2 Tropodo Waru Sidoarjo inÂ theÂ the period of 2015/2016. Before the implementation of the action, the ability of learn to mathematics very low and the student less enthusiastic for mathematics class. After the action is applied, the results of the test and ability learn to mathematics onÂ cycle I and cycle II, there is a significant increase.Â Keywords: mathematics learning ability, TPS

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When Will I Ever Use This?

Teaching Children Mathematics ◽

10.5951/teacchilmath.18.2.0068 ◽

2011 ◽

Vol 18 (2) ◽

pp. 68-69

Author(s):

Andrea Christie

Keyword(s):

Elementary School ◽

Early Childhood ◽

Mathematics Education ◽

Teaching And Learning ◽

School Mathematics ◽

Elementary School Mathematics ◽

Teaching And Learning Mathematics ◽

Learning Mathematics

Share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.

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Evaluating Mathematics Curricular Resources

Teaching Children Mathematics ◽

10.5951/teacchilmath.22.6.0325 ◽

2016 ◽

Vol 22 (6) ◽

pp. 325-329 ◽

Cited By ~ 2

Author(s):

Drew Polly

Keyword(s):

Elementary School ◽

Early Childhood ◽

Mathematics Education ◽

Teaching And Learning ◽

School Mathematics ◽

Elementary School Mathematics ◽

Teaching And Learning Mathematics ◽

Learning Mathematics ◽

Curricular Resources

Readers share news about happenings in the field of elementary school mathematics education, views on matters pertaining to teaching and learning mathematics in the early childhood or elementary school years, and reactions to previously published opinion pieces or articles.

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Teaching young learners pre-number concepts through ICT mediation

Research in Education ◽

10.1177/0034523719840051 ◽

2019 ◽

Vol 108 (1) ◽

pp. 3-21

Author(s):

Judah P Makonye

Keyword(s):

Information And Communication Technologies ◽

Teaching And Learning ◽

Mathematics Learning ◽

Communication Technologies ◽

Variation Theory ◽

Control Group ◽

Traditional Teaching ◽

Teaching And Learning Mathematics ◽

Learning Mathematics ◽

Information And Communication

This study focuses on the teaching and learning of the pre-numeracy concepts through technology at Foundation Phase. It pre-supposes that the use of information and communication technology resources presents an innovative way to improve teaching and learning mathematics. The author argues that young children's relational conceptions of number lie at the core of their mathematics education as any subsequent mathematics learning heavily depends on it. This learning process is by no little means assisted through the mathematical activities teachers engage their learners and the resources they avail them, such as information and communication technologies. Principally important are the discursive interactions that ought to arise around the activities and the resources used. The author presumes that mastery learning is advanced by teaching using the variation theory. Teaching through variation aims to anchor knowledge; to make mathematical knowledge visible to amateurs through distinguishing the essential features of an ‘object of learning’ from its non-essential features. A treatment group was taught with information and communication technologies against a control group that used traditional teaching methods. Despite other intervening variables, the results of the study suggested better learning outcomes from the experimental group.

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