Students’ academic self-concept the constructivism learning model

Abstract

Students’ beliefs and attitudes towards mathematics influences learning process. In other words students who have a positive disposition towards mathematics tend to study and learn mathematics seriously and confidently. Students have the abilities to assess and perceive, and assess themselves in solving mathematical problem, comparing their learning process with other students, communicating with teachers or other students, academic achievement. Self-perception related to academic aspects is called academic self-concept (ASC). This study aims at investigating aspects of students’ ASC in the constructivism learning model. This study is experimental in nature and was conducted in a public senior high school in Bogor, West Java, Indonesia. The sample of this research consists of 10th-grade students. The instrument used in this research covers ASC questionnaire, and the data were analyzed by using one-way ANOVA. The results show that learning models encourage students to construct mathematics knowledge independently through activities in real-world observation, contextualization, and collaborative influencing the self-assessment in grade and effort dimension, peer-evaluation of academic ability, self-evaluation with the external standard.