Students' mathematical argumentation ability when proving mathematical statements based on self-efficacy

Abstract

Argumentation as an aspect of problem-solving has been studied in mathematics education. However, mathematical proof still needs to be resolved further. This study investigates students' mathematical argumentation skills when proving mathematical statements based on their self-efficacy. The research subjects were 43 mathematics education students at a university in Aceh Province who had taken a number theory course. The study used a qualitative approach with a case study design: students’ mathematical proving self-efficacy. Data was obtained using self-efficacy questionnaires and mathematical proof test instruments that experts have validated, while the data triangulation used was an in-depth interview. The results of this study reveal that students' mathematical argumentation skills in proving mathematical statements have differences based on their self-efficacy. The mathematical argumentation ability of students with high self-efficacy involves all aspects of argumentation well so that the construction of the proof is scientifically correct. Meanwhile, the argumentation ability of students with moderate or low self-efficacy still does not involve essential aspects of argumentation. So, the proof results are not scientifically correct because they have not arrived at the proper conclusion.