Confidence In Learning Mathematics Research Articles

Efforts to enhance self-confidence and its impact on mathematics learning: A systematic literature review

This study aims to examine the role and efforts that can be made to improve Self-Confidence in mathematics learning. The method used is systematic literature review. The stages in this method researchers collect various scientific publications using the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines. Based on the results of the article review, it is known that students who have high Self-Confidence in mathematics tend to have better math achievement and ability. Efforts that can be made to improve Self-Confidence are with learning strategies or models. The application of the Problem Based Learning learning model is the most widely done effort to improve students' mathematical Self-Confidence. In addition to Problem Based Learning, there are several efforts that can be made to improve students' self-confidence, among others, by applying CTL, Inquiry, Problem Solving, STAD, and MEAs learning models. Each has its own advantages and characteristics so that it can increase students' self-confidence. In addition to the learning model, the selection of learning media must also be considered in order to increase students' self-confidence in learning mathematics.

Systematic literature review: Kepercayaan diri dalam pembelajaran matematika

This research aims to systematically compile and evaluate research on self-confidence in mathematics learning. The method used in this research is a Systematic Literature Review (SLR). Data collection and analysis was carried out by following the general steps of the SLR method, namely formulating research problems, developing and validating review protocols, searching literature, screening inclusion criteria, assessing quality, extracting data, analyzing and synthesizing data and reporting findings. The results of this research show that the most research related to self-confidence in mathematics learning was carried out in 2020 in Indonesia, junior high schools were the most frequently chosen research subjects, the most widely used method was quantitative methods, the mathematics topics used were varied, indicators Self-confidence in general includes an optimistic, objective and rational attitude. The results of research on self-confidence in learning mathematics obtained various results which were reviewed into three aspects, namely aspects that can influence students' achievement of self-confidence in mathematics, the influence of self-confidence on other aspects, and the level of self-confidence. students' self in mathematics.

The Impact of Self-efficacy on Mathematics Academic Performance among Chinese High School Students

Mathematics is a vital subject in Chinese high school study. Many studies have indicated that high school students self-efficacy may have a great impact on students mathematics academic performance. Therefore, based on a summary of previous research, this paper will investigate how self-efficacy influences academic performance in mathematics learning and the score of Chinese high school students get. Meanwhile, it also explores the relationship between Chinese high school students evaluation of their confidence in learning mathematics and their true sense of self-efficacy. Data will be gathered for all of the studies using questionnaires, and descriptive analysis, correlation analysis, and regression analysis will all be used. Authors get the following findings from data analysis: firstly, students self-efficacy is positively correlated with their math grades, which means the more students believe that they can learn mathematics well, the higher their math grades will be. Secondly, males have a stronger sense of self-efficacy in learning mathematics than females. Finally, the respondents have a relatively accurate assessment of their confidence in learning mathematics.

Analysis of a Second-Order Factor Model of Attitude Toward Mathematics

Based on a multidimensional definition of attitude, this study tested a second-order factor model of attitude toward mathematics using data from 1960 7th-grade students. This study found that students’ attitudes toward mathematics are identified with cognitive, affective, and behavioral factors. This study confirmed three hypotheses: the cognitive component of attitude toward mathematics is explained by students’ confidence in learning mathematics and their beliefs about the usefulness and importance of mathematics; the affective component of attitude toward mathematics is explained by their liking of mathematics and mathematics anxiety; and the behavioral component of attitude toward mathematics is explained by learner behaviors toward mathematics and the time they spent on mathematics at home. Moreover, the final model obtained through factor analysis revealed strong relationships between the three components of attitude and attitude toward mathematics.

Examining pre-service teachers’ attitudes towards mathematics teaching and learning

The study examined pre-service teachers’ perceptions of learning mathematics. The study involved a total of 482 teacher-trainees from chosen colleges of education in Ghana. The study’s methodology was quantitative. With the help of a structured survey questionnaire, the main data was gathered. The questionnaire was broken down into four sections (or constructs), including the students’ self-sufficiency in learning mathematics, their perception of how learning mathematics has affected them, their concerns about learning mathematics, and their evaluations of Mathematics teaching. The constructs’ respective Cronbach’s alpha reliability analysis values are 0.96, 0.90, 0.96, and 0.93, respectively. The majority of the students demonstrated a high level of independence in their mathematics learning, according to the results of the teacher trainees’ self-sufficiency assessments. The results also showed that 74.3% can solve math problems even when they struggle with a mathematics course; 53.6% have less trouble learning mathematics; 65.7% find solving mathematics problems to be very satisfying; and 60.2% have a lot of self-confidence in learning mathematics. Then, 63.7% of the students said they also really enjoyed mathematics. A total of 82.4% of students agreed that learning mathematics has a variety of positive effects on one’s life. However, the mean value of about 2.8% confirmed that the majority of students disagreed with the claim that “the tutors incorporate information and communication technologies (ICTs) into the teaching of mathematics.”<b> </b>The study suggests mathematics tutors at the colleges make efforts to incorporate ICTs in lessons, and management at the colleges also provide enough ICT resources and equipment to facilitate ICT integration.

The effect of student characteristics and socioeconomic status on mathematics achievement in Türkiye: Insights from TIMSS 2011-2019

This study examines the factors affecting the mathematics achievement of 8th-grade students in Türkiye using data from the TIMSS in 2011, 2015, and 2019. The data were analysed with multilevel (two-level) modelling. The first level was the student, and the second level was the school. At the student level, such affective characteristics as self-confidence in learning mathematics, liking to learn mathematics, and value given to learning mathematics, as well as educational resources, namely at home, gender, and the frequency of speaking the language of the test at home, were taken into consideration. At the school level, the school’s socioeconomic status was included in the model. The results showed that self-confidence in learning mathematics is the most important variable affecting students' mathematics achievement in all years. Besides, the school’s socioeconomic status has the strongest effect on students' mathematics achievement, which has increased over the years. The study also showed that those students who performed higher achievement in TIMSS 2011, 2015, and 2019 are confident in learning mathematics, have many educational resources at home, frequently speak Turkish at home, and are from affluent schools. On the other hand, for TIMSS 2011 and 2019, female students were more successful than male students. The effect of liking to learn mathematics on achievement was negative and significant only for TIMSS 2015, while the effect of value given to learning mathematics was positive and significant only for TIMSS 2019. However, the effect size values of the variables showed that this effect was not significant in practice.

Exploration of Relationships between Teacher and Parent Attitudes and Student Affective Characteristics in Mathematics

This study explores the relationships between students’ perceptions of their teachers’ and parents’ attitudes toward them as learners of mathematics and mathematics and their attitudes related to mathematics learning through path analysis. Data was collected from 1,960 7th-grade students enrolled in 19 public elementary schools in a city in Turkey. Results revealed that, through students’ perceptions of their mothers, fathers, and teachers, their confidence in learning mathematics, view of the usefulness of mathematics, and view of the importance of mathematics were associated primarily with their mother’s, father’s, and teacher’s positive or negative attitudes regarding the students as mathematical learners and their teacher’s positive or negative views of teaching.

EXPLORING STUDENTS’ MATHEMATICAL PROBLEM-SOLVING ABILITY ON SET TOPICS BASED ON SELF CONFIDENCE

Students’ problem-solving abilities are influenced by their self-confidence in learning mathematics. This study intends to investigate junior high school students' mathematics problem-solving abilities in terms of their self-confidence in the set content. Descriptive qualitative research methodology is employed. This research involved 32 students in 7th grade at SMP Negeri 2 Sukodadi, Lamongan. To focus on data analysis, 3 students were selected representing different levels of self-confidence, namely high, medium and low. Subject taking is based on the results of the scores on the self-confidence questionnaire that has been given. Questionnaires on self-confidence, tests of mathematical problem-solving abilities, and interview guidelines were the instruments employed. Based on the data analysis, it was found that there is a close relationship between self-confidence and mathematical problem-solving ability, that is, the higher the level of student self-confidence, the better the ability to solve mathematical problems. Conversely, if students’ self-confidence is lower, their mathematical problem-solving abilities will also be lower. This study emphasizes the importance of students' self-confidence to be grown in learning to support their mathematical problem-solving abilities.

KEMAMPUAN DISPOSISI MATEMATIS MAHASISWA STKIP MUHAMMADIYAH ACEH BARAT DAYA

The purpose of this study was to determine the ability of students' mathematical disposition at one of the college in Aceh Barat Daya district. This research is descriptive quantitative, the data collection technique used was a mathematical disposition questionnaire. The research subjects are 21 students of mathematics education program, the results of the research show that for the indicator of confidence in learning mathematics, 67.1 is less in the category, the indicator of flexibility in doing math work is 76.7 medium category, indicator is persistent and tenacious in doing math tasks 75.0 medium category, indicator has curiosity in learning mathematics 83.5 moderate category, indicator reflects on the way of thinking and performance on oneself in learning mathematics 77.8 medium category, indicator appreciating math application 74.4 medium category, and indicator appreciating the role of mathematician 85 high category. Suggestions in this study are expected in the process of learning mathematics to give enthusiasm and motivation to students to learn mathematics by using various methods that are interesting and show usefulness in learning mathematics and increase confidence in learning mathematics.

The Effect of Using Everyone's Strategy to Become a Teacher for Students' Confidence in Learning Mathematics in Grade 5 Elementary School Students

Based on the interviews and data that the researchers conducted it can be seen that many students have difficulty understanding the mathematics material presented by the teacher, besides that student lack self-confidence in learning mathematics. Therefore this research was conducted aiming to increase students confidence in learning mathematics by using the everyone is a teacher here strategy. This research uses the Pre-Experimental Design (nondesign) research method. With the design of Intact-Group Comparison reseachers. In this study, researchers used a questionnaire post to determine students confidence in learning mathematics using the everyone is a teacher here strategy. The questionnaire used amounted to 12 statements. The sample used was 2 classes, namely class IV-C as a control class with 30 students and class IV-D as an experimental class with 30 students. Data analysis using the independent sample Test t test and Eta Square test. t arithmetic (12.976)>t table (58;0.05) is 2.002, then Ho is rejected and Ha is accepted. So, the two classes have different levels of confidence. In other words, there is an influence in learning strategy everyone is a teacher here on students confidence in learning fourth grade mathematics at Pagerwojo Elementary School. And in the eta square test the researchers conclude this research has a very big effect because it shows 1,000 result, if the dependent strategy shows results less than 0.06 then the research shows there is little effect whereas if the results show 0.06-0.14 then the level of influence is moderate, and if it shows results more than 0.14, it has a big effect. So with this research the Effect of the Everyone is a Teacher Here Strategy on Students Confidence in Learning Math Grade IV at Pagerwojo Elementary School, has great influence.

MATHEMATICS IN THE EMERGENCY PUBLIC ACTIVITY RESTRICTIONS (PPKM): HOW ABOUT SELF-CONFIDENCY OF THE STUDENTS?

The aims of this study to analyze student’s self-confidence in learning mathematics during PPKM. This is descriptive qualitative research, where there are three students who take part in PCGP organized by Universitas Muhammadiyah Surakarta. The auxiliary instruments consist of self-confidence questionnaires, interview guidelines, and field notes. Data collected by distribute questionnaires to research subjects, interviews with parents and teachers, and direct observations. Triangulation of sources and methods used to validate the obtained data. It showed that learning during PPKM did not have a significant effect on student’s self-confidence. The percentage of student's self-confidence in learning mathematics during PPKM was 85%, which was quite good in accordance with the field conditions. Environment become vital role which was very necessary during online learning to assist students in learning.

A Correlation Study between the Attitudes of the Students’ towards Mathematics with their Performance in Mathematics

The present study was conducted with an objective to identify the relation between the attitudes of students towards mathematics with their performance in mathematics. Based on the survey research design, the study was conducted in a sample of 154 ten grader students. The performances of the students in mathematics were obtained by the school administration whereas their attitudes towards mathematics were determined with the help of survey form entitled ‘Fennema-Sherman Mathematics Attitude Scale’. The survey form was divided into eight categories as attitudes towards success in mathematics, confidence in learning mathematics, mathematics anxiety, motivation in learning mathematics, teacher scale, parents scale, mathematics usefulness and mathematics as a male domain. The study concluded with the positive correlation between the performances of the students with their attitudes towards mathematics.

Capaian Kemampuan Self-confidence Siswa SMK dalam Pembelajaran Matematika Secara Daring di Era Covid-19

The purpose of this study was to determine the achievement of students' self-confidence in learning mathematics based on E-learning in the Covid-19 Pandemic Era. This research is quantitative research with quantitative descriptive research design. The stages of this quantitative research are conducting initial observations about students' initial mathematical abilities, constructing instruments, validating instruments, conducting research and distributing questionnaires via google form, and analyzing research results descriptively. The place of this research was carried out in one of the Bandung City Vocational Schools. There are five majors studied, namely the Department of Finance and Accounting, Automotive, Hospitality, ICT1 and ICT2. The research subjects were taken purposively from each department. The data collection technique is using a questionnaire distributed via google form. The results showed that the overall self-confidence ability of students with E-learning-based mathematics learning had a percentage of 57% which was in the moderate category so that all students had sufficient self-confidence in learning mathematics during the covid-19 pandemic. On a per class basis, the Department of Finance and Accounting has very low self-confidence; a class with a major in Automotive has very low self-confidence; the class with the Hospitality Department has low self-confidence; class with ICT1 major has very low self-confidence; and classes with ICT2 majors have very low self-confidence abilities.

Exploration of Mathematics Culture and Stimulation of Ethnic Students’ Interest in Learning Mathematics

The interest, attitude, habit and ability of ethnic students in primary and secondary schools in Western China are not optimistic. In the mathematics classroom teaching of primary and secondary schools, appropriate infiltration of relevant mathematical cultural knowledge can enhance students’ self-confidence in learning mathematics, and stimulate students’ interest in mathematics learning, in order to promote students to understand and master mathematical knowledge and its ideological methods, and produce correct views on Mathematics and mathematics learning, which can promote the improvement of students’ mathematical achievements and the development of teachers themselves. The western region has many ancient cities, small border villages, classical culture, human geography, overview of natural scenery, unspoiled ecological environment, legends, wind washing dust, weddings and funerals, etc., all these are materials that can be used for mathematics classroom teaching in primary and secondary schools, which are of great educational significance to students’ mathematics development. According to the requirements of mathematics curriculum standards, primary and secondary school mathematics teachers should fully explore the rich and colorful traditional mathematics culture curriculum material resources in ethnic minority areas, reorganize the content of national general mathematics teaching materials, and design classroom teaching, as well as compile teaching plans for primary and secondary school mathematics classroom teaching according to the reality of students in the western region. It can improve the mathematics learning achievement of ethnic students in primary and secondary schools in the western region, so as to improve the quality of science teaching in the western region.

THE RELATIONSHIP ON CRITICAL THINKING ABILITY WITH THE SELF CONFIDENCE OF CLASS IX MATERIALS OF BUILFDING SIDE ROOMS

Mathematical thinking ability is the ability of thinking processes to think systematically, analyze arguments and come up with ideas with evidence to develop a logical mindset on what to do. This very important because students will be helped in thinking mathematically rationally in drawing conclusions and observing the problems that exist. It is also necessary to pay attention to self confidence which is the ability of students to solve existing problems. This study aims to determine the relationship between students 'mathematical critical thinking and students' self-confidence in learning mathematics for Grade IX students. This study uses quantitative research with a non-experimental approach, namely the correlation approach. The population of this study is class IX at SMP Al Madani with a sample of 21 people through the sampling technique, namely convenience sampling. Data collection techniques using observation, questionnaires, and tests. Data analysis used normality test and Pearson correlation test. Based on the research, the results obtained were 1) normality test with a significance of 0.586> 0.05, which means the data was normally distributed and 2) a correlation value of 0.520 and significant 0.016 <0.05, which means that there is a positive relationship between students' critical thinking skills and self-confidence. in mathematics learning. In other words, the higher the students 'critical thinking, the higher the students' self confidence. This can be explained also that students of SMP Al Madani have good self-confidence so that it can affect students' critical thinking skills in learning mathematics.

ASOSIASI KECEMASAN MATEMATIS DENGAN KEBIASAAN BERPIKIR SISWA SMA

Students’ who have low mathematical anxiety cause themselves more confidence in learning mathematics and solving given problems, while mathematical habit of mind is a key aspect of student success in learning mathematics. This study aims at investigating the association of mathematical anxiety and habit of mind of high school students’. This study is survey research and it was conducted in a public senior high school in Karawang, West Java, Indonesia. The sample of this research consists of the 11th grade were 501 students’ taken using the cluster sampling method. The instrument used in this research covers mathematical anxiety and habit of mind questionnaire, and the data were analysed by using confirmatory factor analysis. The results show that students' mathematical anxiety was negatively associated with habits of mind. However, the result of the research indicates that dominant aspects of mathematical anxiety are: negative perceptions of mathematics learning, low mathematical achievement, lack of confidence, and mathematics tests. Meanwhile, the dominant aspect of habits of mind are: persevering, thinking metacognition, and working carefully and precisely.

Improving Self Confidence of Students in Mathematics Learning Using Think Pair Share (TPS) Cooperative Model with Worked Example Assisted

This study aims to increase the confidence of VII B grade students of SMP Negeri 14 Yogyakarta in learning mathematics through a cooperative learning model of Think Pair Share (TPS) type assisted by working examples. This research is a Classroom Action Research conducted in two cycles. The subjects of this study were students of class VII B of SMP Negeri 14 Yogyakarta in the 2017/2018 academic year consisting of 34 students. The results showed that the students' self-confidence scores in learning mathematics in the first cycle reached 82.36% in the minimally high category. Because these results have not reached the desired target, then proceed with the second cycle. In cycle II, the students' self-confidence scores in learning mathematics reached 88.24% in the minimally high category. It showed that there is an increase in student confidence in learning mathematics through a cooperative learning model type Think Pair Share (TPS) aided by working examples.

Relations among Engagement, Self-Efficacy, and Anxiety in Mathematics among Omani Students

Introduction. Mathematics is one of the most important academic subjects in school. However, it is one of the most difficult subjects, and both students and teachers face difficulties in this subject. Teachers have difficulty engaging students in learning the subject. Rarely has the concept of engagement been researched in the Middle East region, in general, and in Oman in particular. Similarly, the concept of self-efficacy has been minimally investigated. The purpose of this study is to test the construct validity of: self-efficacy, engagement, and anxiety in mathematics. Once constructs are validated, models of relations among constructs were developed and tested.Method A multi stage cluster sample (n=900: 420 females; 480 males) was selected from two Omani school directorates. The sample was selected from grades 6, 8 and 10 in Muscat and Aldhahira. Three measures were administered to intact classes. Results. The results revealed reasonable construct validity for each construct. Structural equation models indicated that self-efficacy significantly predicted engagement. Neither self-efficacy nor engagement was able to predict anxiety. Discussion and Conclusion. The implication of our results is that for programs and initiatives to promote engagement in mathematics, students should develop confidence in learning mathematics. Also, any program should assess students math anxiety and focus more on students with low to medium math anxiety since students in this category of math anxiety produce negative correlations between math anxiety and self-efficacy and between math anxiety and engagement in mathematics.

Analisis Kepercayaan Diri Siswa SMPN 4 Ngamprah Melalui Pendekaan Kontruktivisme Berbantuan Aplikasi Geogebra Pada Materi Segi Empat Segitiga

This study aims to analyze self-confidence in learning mathematics through a constructivism approach assisted by geogebraic applications. The research method used descriptive qualitative with the population of all students of SMPN 4 Ngamprah. The sample used was 32 students in class VIID on triangular triangle material. The instrument used is a scale of self-confidence with 25 questions that have positive responses or negative responses. The self-confidence scale is used to find responses from respondents to students' self-confidence in mathematics learning in triangle triangle material using a constructivism approach assisted by geogebraic applications. The results of this study show that the level of self-confidence of students in triangle triangle material with the help of geogebra applications shows positive results with a response rate of 61%. The average is obtained by each indicator of the confidence questionnaire that has been given to each respondent

APPLICATION OF HYPNOTEACHING METHOD TO IMPROVE SELF-CONFIDENCE AND RESULTS OF STUDENT MATHEMATIC LEARNING

This research aims to improve student’s mathematics learning outcomes and their self-confidence using the Hypnoteaching method on the learning of Algebra for class VIII A of Islam Sultan Fattah Salatiga Junior High School. This research is included as classroom action research. The model used in this research is the Kemmis & Mc Taggart’s which consists of 4 stages namely planning, implementation, observation, and reflection. The improvement of student’s learning outcomes and self-confidence in learning mathematics are seen from their grades and self-confidence questionnaire scores. On one hand, 1st cycle of questionnaire results show that student’s had experienced improvement in self-confidence by 58% with the average of student’s learning outcomes by 58.4% and 42% completeness. On the other hand, the 2nd cycle of questionnaire results show that students had experienced improvement in self-confidence by 79% with the average of student’s learning outcomes by 76.9% and 79% completeness