Mathematics Pre-Service Teachers’ Reasoning Profiles Based on Self-Efficacy

Abstract

When solving problems, reasoning is needed to see the problem and sufficient information to make the right decisions. The reasoning profiles carried out are thought to be inseparable from its self-efficacy. This study aims to obtain an overview of the reasoning profiles of prospective mathematics pre-service teachers based on self-efficacy. This type of research uses descriptive qualitative methods. Data were obtained using questionnaires, tests, and interviews. The self-efficacy questionnaire was categorized into high, moderate, and low categories. One informant was taken from each category to study the reasoning profiles of prospective mathematics pre-service teachers more deeply. The data analysis technique in this study uses the stages of data reduction, data presentation, data interpretation, and conclusion. The results showed that participants in the high self-efficacy category had no difficulty interpreting information, modeling, completing, and drawing conclusions. Participants in the moderate category can interpret information and model but tend not to be thorough in solving problems. Meanwhile, participants in the low self-efficacy category tend to be less likely to interpret information.