The Role of Self-Efficacy and Mathematics ability in the Problem Solving Mathematics

Amri, Syaipul; Widada, Wahyu

doi:10.2991/icetep-18.2019.17

Cited by 9 publications

(15 citation statements)

References 13 publications

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“…This study also discovered that self-efficacy has a significant effect on problemsolving ability. The findings are in line with previous research showing that selfefficacy has a positive effect on the general academic scores and mathematical problem-solving ability (Amri & Widada, 2019;Sun et al, 2018). This implies that in circumstances where students are faced with a particular problem, the higher their self-efficacy, the more positive their attitude.…”

Section: Main Effects Of Blended Models and Self-efficacysupporting

confidence: 91%

“…They are generally not confident in their ability to solve problems, tend to be unwary, and are not careful in writing their answers (Wiginton, 2013). Prior studies have shown that selfefficacy is closely related to learning achievement in mathematics (Amri & Widada, 2019;Arifin et al, 2021). It is also one of the main factors that determines the success of blended learning implementation (Rafiola et al, 2020;Sun et al, 2018).…”

Section: 5mentioning

confidence: 99%

“…This concept relates to a person's belief in evaluating their abilities while performing a given task (Doménech-Betoret et al, 2017). Generally, the positive relationship between self-efficacy and problem-solving ability can be extended to mathematics learning (Amri & Widada, 2019;Sun et al, 2018). Students who believe in their own capability tend to be able to use various cognitive strategies to learn and complete mathematical tasks (Pajares & Graham, 1999).…”

Section: Introductionmentioning

confidence: 99%

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Effect of Blended Learning Models and Self-Efficacy on Mathematical Problem-Solving Ability

Jamaluddin

Mustaji

Bahri

2022

IJLTER

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The purpose of this research was to determine the effect of the flipped-classroom and flex blended learning models in enhancing the mathematical problem-solving ability of junior high school students. The quasi-experimental pre- and post-test method was used to carry out this research. The sample consisted of 128 students divided into two equal groups (n1 = n2 = 64). Self-efficacy data were collected through a questionnaire, while problem-solving ability was evaluated using validated mathematics problem test-sets. Analysis of covariance (ANCOVA) was used to analyze the data, with the independent variables comprising the learning model (flipped and flex) and self-efficacy (low and high). The dependent was the post-problem-solving ability score, and the pre-test was the covariate. The test results showed that participants in the flipped class group obtained a final problem-solving ability score greater than those in the flex group after the initial score was controlled (p < 0.001), with a large effect size of 2 = 0.382. Although self-efficacy was a significant factor in the final test score (p = 0.001, 2 = 0.134), the interaction with learning models was insignificant (p = 0.226). This shows that students will increase their math problem-solving ability test scores in flipped and flex classes regardless of their self-efficacy level. In conclusion, the flipped classroom technique can be implemented to enhance mathematical problem-solving abilities among Grade 8 students with low or high self-efficacy. To ensure a successful learning process, variances in cognitive capacity, learning medium, objectives, and students’ emotional qualities also need to be considered.

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Section: Main Effects Of Blended Models and Self-efficacysupporting

confidence: 91%

Section: 5mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effect of Blended Learning Models and Self-Efficacy on Mathematical Problem-Solving Ability

Jamaluddin

Mustaji

Bahri

2022

IJLTER

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“…It contributes to the believe construction that the task is doable and they can solve the problems, which is the characteristics of self-efficacy [16]. For the long-term goal, the increase in self-efficacy is expected to increase the students' mathematical ability [17]. Therefore, it is recommended for the teachers to consider the sociomathematical norms in conducting mathematics lesson.…”

Section: E Power Rule Strategymentioning

confidence: 99%

From Less to More Sophisticated Solutions: A Sociomathematical Norms to Develop Students’ Self-Efficacy

Apsari¹,

Sripatmi²,

Putri³

et al. 2020

Proceedings of the 1st Annual Conference on Education and Social Sciences (ACCESS 2019)

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This paper is a part of a larger study which aimed to design a learning trajectory in pre-algebra. As a design research, it follows three steps of Preliminary Studies, Teaching Implementation and Retrospective Analysis. To enhance the quality of learning, we adjusted the socio-mathematical norms in the teacher's lesson plan. One aspect that will be discussed in the present study is the order of the students' solution during group and class discussion. The subjects of the study were 32 fifth grade students of a state elementary school in Palembang. We gathered the data about teacher and students' behavior during the lesson by using observation and interview method. To crosscheck the data, the students' written work was also considered. The collected data were analyzed qualitatively by using constant comparative method. The results showed that the students were actively engaged in learning and brave to share their ideas if the teacher gave them opportunities. In addition, the students' selfefficacy was fostered if the teacher connected the ideas of students, instead of directly judging them as correct or not. This enhanced students' self-efficacy. Hence, the students were actively engaged in learning and no one left behind. Consequently, it is recommended to establish the sociomathematical norms in conducting Mathematics lesson.

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“…Problem solving ability is one part of learning mathematics. Problem solving is an important component of comprehensive 21st century education (Amri & Widada, 2019). According to (Wismath, Orr, Zhong, Wismath, & Program, 2014), that Problem solving is also an activity that must be had in daily life.…”

Section: Introductionmentioning

confidence: 99%

Mathematical Problem Solving Capabilities: Self-confidence, Self-efficacy, Emotional Intelligence, and Concept Understanding Ability

Amri

Widada

Susanta

et al. 2020

pendipa. jurnal. pendik. sains

Self Cite

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Mathematics is a compulsory subject in all of Indonesian high school. Problem solving ability is a competency that must be possessed in learning mathematics. The purpose of this study was to examine the variables that affect the ability to solve mathematical problems. These variables are self confidence, self efficacy, emotional intelligence, and the ability to understand concepts. This is a survey research, with a sample of 100 people. The sample was selected by simple random technique from all high school students in Bengkulu City. There are five instruments of this research, namely a test of mathematical problem-solving ability, a concept comprehension ability test, and three questionnaires for self confidence, self efficacy, as well as an emotional intelligence questionnaire. Research data were analyzed through path analysis using SPSS and the Lisrel Application Program. The results of this study were the variables of self confidence, self efficacy, emotional intelligence, and the ability to understand concepts have a direct positive effect on the ability to solve mathematical problems. From this research, we conclude that the ability to solve mathematical problems through self-confidence, self-efficacy, emotional intelligence, and the ability to understand concepts students were in a good category.

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The Role of Self-Efficacy and Mathematics ability in the Problem Solving Mathematics

Cited by 9 publications

References 13 publications

Effect of Blended Learning Models and Self-Efficacy on Mathematical Problem-Solving Ability

Effect of Blended Learning Models and Self-Efficacy on Mathematical Problem-Solving Ability

From Less to More Sophisticated Solutions: A Sociomathematical Norms to Develop Students’ Self-Efficacy

Mathematical Problem Solving Capabilities: Self-confidence, Self-efficacy, Emotional Intelligence, and Concept Understanding Ability

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