Enhancing students’ self-efficacy through metacognitive strategies in learning mathematics

Abstract

Student activities in the learning process in the classroom have not yet determined the effectiveness in thinking and learning. Students and teachers must learn in the right collaboration, one of which applies a learning strategy. Metacognitive strategies are learning strategies that support students in improving their cognitive abilities. The cognitive development of students is very important because it is often used with children’s intelligence and children’s intelligence is always directly proportional to self-efficacy. In addition to cognitive, affective domains are also important to stimulate students’ minds to improve their academic abilities. The question is that students’ self-efficacy, self-efficacy depends on the individual’s confidence in his ability to complete the task. In this paper, the authors argue that metacognitive strategies can be applied in mathematics learning to improve students’ self-efficacy in two ways. First, the orientation of the two variables are similar, although not completely as metacognitive activities are able to train students’ thinking processes and their relevance with self-efficacy ie students who have a high sense of self-efficacy will affect their cognitive processes, for example students who are taught using metacognitive strategies will have a positive impact on metacognition and self-efficacy abilities. Second, learning with metacognitive strategies based on strengthening self-efficacy students will obtain high academic achievements in several cognitive aspects, such as reasoning and communication skills, problem solving skill.