Special education preservice teachers’ mathematics teaching self-efficacy beliefs

Takır, Aygil; Özder, Hasan

doi:10.1080/03055698.2022.2037405

Cited by 3 publications

(2 citation statements)

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“…Sisi lain, faktor afektif seperti self-efficacy matematis dan faktor gender mempengaruhi proses pemahaman konsep siswa (Azizah et al, 2022;Bahri et al, 2022;Iwuanyanwu, 2022;Larsen & Jang, 2021;Morin & Herman, 2022;Rittle-Johnson et al, 2016;Takır & Özder, 2022). Selfefficacy matematis merupakan keyakinan siswa akan kemampuan yang dimilikinya.…”

Section: Pendahuluanunclassified

“…Teori self-efficacy didasarkan pada teori sosiokognitif Bandura, yang menyatakan bahwa pencapaian atau kinerja individu tergantung pada kombinasi perilaku, variabel pribadi (misalnya, ide, keyakinan), dan kondisi lingkungan (Bakar et al, 2020;Bandura, 1977b;Rumjaun & Narod, 2020). Sejumlah penelitian menunjukkan bahwa self-efficacy mempengaruhi kemampuan siswa untuk menangani masalah secara tuntas dan akurat (Bakar et al, 2020;Larsen & Jang, 2021;Rumjaun & Narod, 2020;Takır & Özder, 2022). Dengan kata lain, self-efficacy berusaha memahami peran pengendalian diri dalam mengubah pemikiran, memberikan motivasi dan dukungan diri, serta menyesuaikan diri dalam ranah manajemen emosi dan psikologi.…”

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

Santosa

Bahri²,

Negara³

et al. 2022

JDM

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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.

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