Kemampuan pemahaman konsep berdasarkan self-efficacy matematis dan gender dalam situasi problem-based learning

Abstract

The ability to understand concepts is an ability that supports students' ability to solve problems. However, psychological factors in the form of mathematical self-efficacy and gender, which are factors influencing this ability, have not been investigated much. The purpose of this study was to determine the ability to understand concepts based on mathematical self-efficacy and gender in problem-based learning situations. The one-shot case study design was applied to 70 grade 8 junior high school students in one of the schools in Mataram City selected by the purposive sampling technique. Data collection uses a concept understanding ability test, a mathematical self-efficacy questionnaire, and gender categorization. Data analysis techniques used were the one-sample t-test and the Anacova test. The results of the study show that the PBL model can assist students in developing conceptual understanding skills. Subsequent findings state that mathematical self-efficacy and gender are factors that determine students' ability to understand concepts.

Mathematical Reasoning Ability and Mathematics Self-efficacy in Gender Differences

“…Empowerment of mathematical self-efficacy is an effort to improve the quality of learning. The results of this study indicate that the affective aspect of mathematical selfefficacy is one of the factors that determine the success of learning mathematics [28,29].…”

“…Females are more likely to utilize feelings to solve problems, whilst males are more rational. Men have rational reasoning, whilst women have feelings [28].…”

Analisis Gender terhadap Self Efficacy dan Math Anxiety Siswa Sekolah Dasar

“…Gender merupakan perbedaan perilaku, harapan, status dan peran antara pria dan wanita yang disebabkan oleh proses sosialisasi, penguatan, sosial budaya, agama, konstruksi dan bahkan melalui kekuasaan negara (Frendika et al, 2022). Gender menjadi salah satu faktor yang cukup berkontribusi besar bagi siswa dalam proses memahami konsep matematis dalam pembelajaran matematika (Santosa et al, 2022). Bukan hanya memengaruhi self efficacy, perbedaan gender juga memengaruhi math anxiety siswa (Budiarti et al, 2022).…”

Kemampuan komunikasi matematis mahasiswa berdasarkan gender dan gaya kognitif

“…Perbedaan yang signifikan tersebut didukung oleh hasil temuan pada Tabel 1, dimana rata-rata kemampuan komunikasi matematis mahasiswa perempuan (𝑥̅ = 62,3775) lebih tinggi dibandingkan dengan mahasiswa lakilaki (𝑥̅ = 49,7283). Temuan ini memperkuat hasil penelitian yang dilakukan oleh (Ahmad & Sehabuddin, 2017;Aminah & Ayu Kurniawati, 2018;Azizah et al, 2022;Bahri et al, 2022;Escudero et al, 2022;Lindner et al, 2022;Santosa et al, 2022), dimana siswa perempuan menggunguli siswa laki-laki. Siswa perempuan memiliki variasi gaya belajar yang lebih luas daripada siswa lakilaki, yang mengarah pada peningkatan kerja sama dan keterlibatan di kelas.…”