Increasing Middle School Students' Self-Efficacy in Solving Mathematics Learning Problems
DOI:
https://doi.org/10.63687/jscl.v1i1.26Keywords:
Learning, Self-Efficacy, Mathematics, Problem solvingAbstract
This research aims to determine the level of students' self-efficacy in learning mathematics and determine the factors that influence their self-efficacy and mathematical problem solving abilities. The research method was descriptive qualitative, with 20 students as research subjects. Data was collected through questionnaires and observations and then analyzed using the Miles and Huberman model. The research showed that 20% of students had high self-efficacy, 60% moderate, and 20% low. Students with high self-efficacy are generally able to understand the context of the problem, determine the right strategy, and solve problems well. Students with moderate self-efficacy can understand the context of the problem but have difficulty solving it, while students with low self-efficacy have difficulty understanding and solving the problem. The implications of this research emphasize the importance of supportive teaching strategies, such as successful experiences, the use of models, positive feedback, and systematic problem-solving strategy training. Further research is recommended to use larger samples and experimental methods to evaluate the effectiveness of various interventions in increasing student self-efficacy.
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