Self-efficacy of mathematics education students in solving geometry problems

Abstract

The problem and the aim of the study. Teachers as key holders of student success must have selfefficacy so that the learning process goes well and gets optimal results. In other words, teachers who have good self-efficacy will be able to foster students' self-efficacy in working on math problems. Researchers propose to analyze the influence of mathematics education students' self-efficiency in solving geometric problems. Participants and Research methods. This research uses a combination of quantitative and qualitative methods, which aims to analyze the self-efficacy of mathematics education students in solving geometry problems. This research was conducted on 43 students STKIP YPUP Makassar, which consisted of 7 boys students and 36 girl students. Two instruments were used in this study, namely the Self-Efficacy Questionnaire (SEQ) and The Geometry Problem Solving Test (GPST). Forty-three students in the research sample. were asked to complete SEQ and GPST-1 with a time duration of 30 minutes and 80 minutes respectively, the implementation of which was directly supervised by the researcher and assisted by lecturers who taught geometry courses. The results were grouped into low, medium and high mathematics ability groups. Then one student from each group was selected to be the research subject. Results. Data analysis for the influence test obtained: (i) F count 56,863 with a significance of 0.001 < 0.05, meaning that students' self-efficacy and Geometry Values simultaneously have a significant influence on the geometry problem solving, and (ii) For SEQ, t count was 3,480. with a significance of 0.001 < 0.05, meaning that the self-efficacy partially has a significant influence on the geometry problem solving, while for GV, the t count is 8.775 with a significance of 0.001 < 0.05, meaning that Geometry Values partially has a significant influence on the geometry problem solving. LS can complete the understanding of aspects of the problem, MS is able to solve problems by understanding the problem and formulating a plan, and HS is able to solve problems on all indicators. Conclusion. Quantitatif: Self-efficacy and geometry values has a significant influence on students' geometry problem-solving. Qualitative: Each subject in each group has a different geometry problem solving process at each stage of problem solving.