DAMPAK EFIKASI DIRI TERHADAP PROSES &amp; HASIL BELAJAR MATEMATIKA (The Impact Of Self-Efficacy On Mathematics Learning Processes and Outcomes)

Ningsih, Wahyu Fitra; Hayati, Isnaria Rizki

doi:10.31004/jote.v1i2.514

Cited by 28 publications

(29 citation statements)

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“…(1) Students' self-efficacy will form students' mathematical skills in solving mathematical problems (Maulyda, 2020), (2) with high self-efficacy, the assumption that learning mathematics is difficult, stressful and stressful, and tedious, will be able to reduced or even eliminated by the students themselves. (3) the implementation of mathematics lessons in class is influenced by students' selfefficacy for learning mathematics itself (Ningsih & Hayati, 2020). Self-efficacy also has a decisive role in mediating student achievement (Pajares & Kranzler, 1995;Randhawa et al, 1993).…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Such a situation can be related to Mathematics Self Efficacy, namely the ability to self-skill to manifest enthusiasm, self-confidence, confidence in oneself, and capable of introspection (Sari, 2020). Self-efficacy is a vital element in influencing students' mathematics learning outcomes (Ningsih & Hayati, 2020). Another study showed a significant impact of self-efficacy on mathematical problem solving (Somawati, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Determinants of Self Efficacy in Mathematical Communication Elementary School Students

Rahmawati

Dwiningrum

Fredy

2022

AIJP

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The tendency of cognitive formal mathematics learning brings some students into the perception that mathematics tends to be cognitive. Meanwhile, there is another perception that states that students enjoy learning mathematics. It is related to students' self-efficacy in students' mathematical processes, especially mathematical communication. The study aims to explain the determination of self-efficacy in mathematical communication. The research method used is a literature study from 2010 to 2021. Data obtained from databases include ScienceDirect, ProQuest, Google Scholar, and Wiley Online with the keywords self-efficacy, mathematics self-efficacy, mathematics communication, primary school learning. This literature study found 39 articles that matched the inclusion and exclusion criteria. From the review of the article, it is known that there are: (1) the role of mathematical communication in solving elementary school mathematics problems, (2) there is a relationship between self-efficacy and mathematical communication, and (3) there are factors that influence self-efficacy in mathematical communication. Conclusion: There is a determinant of self-efficacy in students' mathematical communication, namely student creativity and high initial ability, in the form of previous mathematics learning experiences.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Determinants of Self Efficacy in Mathematical Communication Elementary School Students

Rahmawati

Dwiningrum

Fredy

2022

AIJP

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“…Self efficacy adalah kemampuan seseorang dalam meyakini kemampuan dirinya sendiri untuk memecahkan suatu permasalahan atau kondisi yang sedang dihadapinya. Hal ini sejalan dengan pendapat Wahyu F. Ningsih dan Isnaria R. Hayati [7] self efficacy merupakan keyakinan diri seseorang akan kemampuannya dalam menyelesaikan masalah, menyelesaikan tugas tanpa membandingkan dengan kemampuan orang lain sehingga dapat mencapai keberhasilan dalam prestasi belajar. Seseorang yang memiliki self efficacy baik akan lebih percaya diri dalam menyelesaikan tugas-tugas yang dihadapinya, sebab individu tersebut yakin akan kemampuan yang dimilikinya maka akan memungkinkan individu itu memiliki kemandirian belajar yang lebih baik [8].…”

Section: Tinjauan Pustakaunclassified

Profil Efikasi Dan Kemandirian Belajar Mahasiswa Berprestasi Universitas Riau

Budiartiningsih¹,

Suryawati²,

Siregar³

et al. 2022

GESI

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Kajian ini bertujuan untuk mengetahui profil Self-Efficacy (SE) dan Self-Directed Learning (SDL) mahasiswa berprestasi secara akademik dan non-akademik berdasarkan gender di Universitas Riau. Kajian diharapkan dapat memberi gambaran potensi prestasi akademik dan non akademik dan korelasi prestasi tersebut terhadap keberhasilan mahasiswa dalam menyelesaikan study, mendapat pekerjaan, berwirausaha dan melanjutkan study. Instrumen yang digunakan berupa angket menggunakan skala Likert. Indikator SE terdiri dari 5 indikator yaitu (keyakinan menyelesaikan tugas, motivasi diri, kerja keras, mengatasi hambatan, dan menyelesaikan tugas dalam perspektif luas atau sempit) Indikator SDL terdiri 5 indikator yaitu (kesadaran (awareness), strategi belajar (learning strategies), kegiatan belajar (learning activities), evaluasi (evaluations), dan kemampuan diri (interpersonal skill). Analisis data dilakukan secara deskriptif untuk memetakan profil mahasiswa berprestasi akademik dan non-akademik terkait SE dan SDL. Hasil penelitian menunjukkan jumlah mahasiswa berprestasi laki-laki 31% perempuan 69%, SE laki-laki 4,36 perempuan 4,31, SDL laki-laki 4,20 perempuan 4,18, mahasiswa laki-laki memiliki prestasi akademik dan non akademik sebesar 60% perempuan 56%. Hal ini menunjukkan tidak terdapat perbedaan nyata antara SE dan SDL pada mahasiswa laki-laki dan perempuan, mereka memiliki peluang yang sama untuk meraih prestasi akademik dan non akademik.

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“…Salah satu referensi yang penting yaitu pendapat Ningsih & Hayati (2020) bahwa sebuah aspek afektif penting dari belajar adalah self efficacy. Menurut Oktariani (2019) self efficacy adalah keyakinan individu pada kemampuan mereka untuk melakukan sesuatu.…”

unclassified

“…Menurut Ningsih & Hayati (2020) self efficacy siswa terhadap tugas dalam pelajaran matematika cenderung rendah. Hal ini ditandai dengan munculnya citra matematika sebagai mata pelajaran yang sulit.…”

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Upaya Meningkatkan Self Efficacy dan Prestasi Siswa Menggunakan Metode Saintifik Di Kelas IV SD Kota Tangerang

Setiyadi

2022

jurnal. elementaria. edukasia

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Students' beliefs and perceptions about the subject being studied are important and are thought to have an effect on student achievement. The purpose of this study was to increase students' self-efficacy by using the scientific method in fourth grade students of SD Tangerang City. The type of research conducted is Classroom Action Research (CAR). The object of research is the fourth grade students of SD Tangerang City. The research instrument used a self-efficacy questionnaire on math tests, observations, teachers, student learning outcomes and field notes during class actions. Data analysis uses each cycle, namely: a) planning stage, b) action stage, c) observation stage, d) reflection stage. Based on the results of the study, it was stated that 1) students' self-efficacy increased from 73 in the first cycle to 87 in the second cycle. 2) The increase in learning achievement in the first cycle increased by 20.23, from an average of 68.88 in the first cycle to 89.11 in the second cycle.3) The results of observations on the implementation of learning at meetings 1 and 2 in the first cycle were 60% and 96% and 100%, respectively, with an average of 85.30%. In cycle II, the percentage has reached above 90%, with the percentage results at meetings 3 and 4 being 97% and 100% respectively, with an average of 98.5%, so it can be concluded that the scientific method can increase self-efficacy. and student achievement.

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DAMPAK EFIKASI DIRI TERHADAP PROSES & HASIL BELAJAR MATEMATIKA (The Impact Of Self-Efficacy On Mathematics Learning Processes and Outcomes)

Cited by 28 publications

References 0 publications

Determinants of Self Efficacy in Mathematical Communication Elementary School Students

Determinants of Self Efficacy in Mathematical Communication Elementary School Students

Profil Efikasi Dan Kemandirian Belajar Mahasiswa Berprestasi Universitas Riau

Upaya Meningkatkan Self Efficacy dan Prestasi Siswa Menggunakan Metode Saintifik Di Kelas IV SD Kota Tangerang

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