The Effect of Self-Efficacy on Students’ Mathematical Abilities: A Meta-Analysis Study

Kamsurya, Rizal; Wijaya, Ariyadi; Ramadhani, Rahmi; Hukom, Julham

doi:10.23960/jpp.v12.i2.202205

Cited by 8 publications

(7 citation statements)

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“…Similar results were also found by Farochman (2021) who concluded that there was an effect of self-efficacy on mathematics learning achievement. In addition, this finding is also in line with the results of the meta-analysis conducted by Kamsurya et al (2022) which revealed that self-efficacy affects students' mathematical abilities. These results indicate that selfefficacy is one of the important factors determining the achievement of students' mathematics learning abilities.…”

Section: Discussionsupporting

confidence: 88%

Self-Efficacy and Students’ Mathematics Learning Ability in Indonesia: A Meta Analysis Study

Muhtadi¹,

Assagaf²,

Hukom³

2022

INT J INSTRUCTION

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Improving self-efficacy in the learning process of Mathematics is very important as the key to success in learning Mathematics. Self-efficacy in learning mathematics is a belief in one's ability to solve mathematical problems. Many studies have been conducted on the relationship between self-efficacy and students' mathematics learning ability in Indonesia. However, there are different representations or conclusions regarding the results of this study. Therefore, this study aims to examine the relationship of self-efficacy to students' mathematics learning ability in Indonesia using a meta-analysis approach. This study analyzed 40 research publications in national and international journals that were screened with certain eligibility criteria. The effect size in this study was determined by an acceptable 95% confidence level. To support the accuracy of the calculations used JASP software. The results of the study found that the effect size value generated by using the random-effect model estimation in the research analyzed was (M* = 0.65) with the lower limit of the confidence interval (LLM* = 0.51) and the upper limit of the confidence interval (ULM* = 0.80). This correlation measure is included in the strong category. These findings indicate that there is a positive and significant relationship between self-efficacy and students' mathematics learning ability in Indonesia. This means that the higher the self-efficacy, the higher the mathematical ability, and the lower the self-efficacy, the lower the mathematical ability. These findings will provide a solid theoretical foundation to improve students' mathematical achievement in the future.

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Section: Discussionsupporting

confidence: 88%

Self-Efficacy and Students’ Mathematics Learning Ability in Indonesia: A Meta Analysis Study

Muhtadi¹,

Assagaf²,

Hukom³

2022

INT J INSTRUCTION

Self Cite

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“…educators must be able to apply learning oriented towards fostering positive relationships with educators and peers (Mattingly & Kraiger, 2018). In addition to emotional intelligence, other meta-analytical studies also report other psychological factors that can improve math achievement, namely self-efficacy (Muhtadi et al, 2022;Kamsurya et al, 2022), Self-Cocept (Moller et al, 2020Suciati et al, 2020), selfconfidence (Çiftçi et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

A Meta-Analysis: Emotional Intelligence and its Effect on Mathematics Achievement

Muhtadi¹,

Pujiriyanto²,

Kaliky³

et al. 2022

INT J INSTRUCTION

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Until now, many studies have been conducted on the correlation between emotional intelligence and mathematics achievement in Indonesia. However, there are different representations or conclusions regarding the results of the study. Therefore, this study aims to thoroughly investigate the effect of emotional intelligence and mathematics achievement on students in Indonesia and to detect the level of variation between studies using a meta-analysis approach. This study analyzed 36 primary studies with a sample of 2474 published in journals and campus repositories and filtered with certain eligibility criteria. To support the accuracy of the analysis results, JASP software is used. The results of the study found that the combined effect size value generated using the random-effect model estimation was (M = 0.65) with a standard error of (SEM = 0.07). This effect size belongs to the large effect category. Analysis of the study's level of variation was carried out by considering four moderator variables. The results of the analysis of moderator variables found that there were significant differences in the education level group (Qb = 62.94; p<0.05). Meanwhile, there was no difference in the publication type group (Qb = 0.64; p>0.05). and year of publication group (Qb = 4.16; p>0.05). These findings provide a strong theoretical foundation to improve students' mathematical achievement in the future.

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“…Furthermore, evaluating publication bias can help ensure the integrity and validity of the analysis results as well as provide a more accurate and comprehensive picture of the effects or differences observed in the existing literature. 81,82,83,84,85,86 Statistical analysis in this study used the OpenMEE application. This application has quite complete features in conducting meta-analysis studies.…”

Section: Methodsmentioning

confidence: 99%

The Effectiveness of Ethnomatematics Based Learning on Mathematics Ability of Elementary School Students: A Meta-Analyis Study

Sulistyowati,

Mawardi

2023

JAB

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The combination of culture and mathematics can provide more meaningful mathematics learning so that the abstraction of mathematical material can be more easily understood by students. However, previous research investigating the effectiveness of implementing ethnomathematics-based learning in elementary schools has shown mixed results. Therefore, the purpose of this study was to determine the effectiveness of ethnomathematics-based learning on the mathematical abilities of elementary school students. The method used in this study is meta-analysis. This study analyzed 13 effect sizes from 12 primary studies that met the inclusion criteria. The results of the study based on the moderator variable showed that the effectiveness of applying ethnomathematics-based learning to elementary students' mathematical abilities differed significantly based on the year of publication (Qb = 10.22; p = 0.00), but there was no significant difference based on the class level variable (Qb = 1.98; p = 0.16) and the sample size variable (Qb = 0.30; p = 0.58). These findings provide evidence that ethnomathematics-based learning can be effective in improving elementary school students' mathematical abilities. However, the varying results between studies could be due to other factors to consider. The results of this study can be a basis for policy makers and education practitioners to choose the right learning approach in improving the quality of learning mathematics in elementary schools. Further understanding of the factors that influence the effectiveness of ethnomathematics-based learning is also important for the development of a more optimal approach in this context.

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The Effect of Self-Efficacy on Students’ Mathematical Abilities: A Meta-Analysis Study

Cited by 8 publications

References 0 publications

Self-Efficacy and Students’ Mathematics Learning Ability in Indonesia: A Meta Analysis Study

Self-Efficacy and Students’ Mathematics Learning Ability in Indonesia: A Meta Analysis Study

A Meta-Analysis: Emotional Intelligence and its Effect on Mathematics Achievement

The Effectiveness of Ethnomatematics Based Learning on Mathematics Ability of Elementary School Students: A Meta-Analyis Study

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