Profile of Mathematical Understanding of Junior High School Students in View of Self-Efficacy

Abstract

The objective of this study is to depict the comprehension of mathematics among junior high school students in the context of self-efficacy. The research employs a qualitative descriptive approach. The research participants consist of two students from Class VII at SMP IL Captain Fatuba'a, with one student having a high level of self-efficacy and the other student having a low level of selfefficacy. Data collection encompasses the use of self-efficacy questionnaires, problem-solving assignments, interviews, and data triangulation. The data analysis process involves employing techniques such as data reduction, data presentation, and drawing conclusions. The indicators used to assess the understanding of mathematics in this study comprise the ability to restate concepts, utilize specific procedures or operations, and apply concepts or algorithms in problem-solving. The findings reveal that subjects with high self-efficacy successfully fulfilled all these indicators, while subjects with low self-efficacy only managed to fulfill the first indicator of restating the concept. Consequently, it can be inferred that subjects with high self-efficacy are capable of fulfilling all the indicators, whereas subjects with low self-efficacy are limited to fulfilling only one indicator. As a result, it is crucial for teachers to take into account students' mathematical understanding abilities when conducting classroom instruction.