Self-Efficacy and Learning Independence as Predictors of Students' Mathematical Problem-Solving Ability
Keywords:
Self-Efficacy, Learning Independence, Mathematical Problem Solving AbilityAbstract
This study aims to determine whether self-efficacy and learning independence influence students' mathematical problem-solving abilities, either partially or simultaneously. This study uses a quantitative approach with an ex post facto method. The population in this study consists of all 10th grade TJKT students at SMK PGRI 2 Taman, totaling 136 students. Cluster random sampling was used in the sampling process, with one class randomly selected as the experimental class, consisting of 33 students. Data were collected through questionnaires and tests, with instruments consisting of a self-efficacy questionnaire with 25 statements, a learning independence questionnaire with 26 statements, and a mathematical problem-solving ability test with 6 essay questions, which had been tested for validity, reliability, difficulty level, and discriminating power, with a significance level of 5%. Data analysis techniques used simple linear regression analysis with a t-test to determine partial effects, and multiple linear regression with an F-test to determine simultaneous effects. The research results indicate that: (1) self-efficacy influences students' mathematical problem-solving ability, with a contribution of 18.3%; (2) learning independence does not influence students' mathematical problem-solving ability, with a contribution of only 2.9%; (3) self-efficacy and learning independence together influence students' mathematical problem-solving ability, with a contribution of 24.3%.
Self-Efficacy, Learning Independence, Mathematical Problem-Solving Ability
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