The relationship between confidence and mathematics learning achievement of junior high school students

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The relationship between conﬁdence and mathematics learning achievement of junior high school students

Conference Paper in Journal of Physics Conference Series · June 2022

DOI: 10.1088/1742-6596/2279/1/012009

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Journal of Physics: Conference Series

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The relationship between confidence and

mathematics learning achievement of junior high school students

To cite this article: Febrianto et al 2022 J. Phys.: Conf. Ser. 2279 012009

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The relationship between confidence and mathematics learning achievement of junior high school students

Febrianto¹, Sulistiawati², Bobbi Rahman², Samsul Arifin³

1SMK Mitra Nusa Bakti, Belitung.

2Mathematics Education Department, STKIP Surya, Tangerang, 15115, Indonesia.

3Mathematics Department, School of Computer Science, Bina Nusantara University, Jakarta, 11480, Indonesia.

Email: [email protected]

Abstract. Self-confidence is very important for students to actualize their potential and information on the level of student confidence is very helpful for teachers as a basis for decision making, as well as providing feedback to improve the learning process. This study aims to investigate whether there is a positive and significant relationship between self-confidence and student mathematics achievement. This research uses quantitative research methods, namely ex post facto type with a population of VII grade students of SMP Puspita Tangerang which consists of 5 classes total 188 students. Determination of the number of samples looked at the table of Issac and Michael with α = 0.05 and obtained a sample of 123 students. The data analysis of this study used a high confidence level of 95%. Based on the results of the simple linear regression test, it is found that the equation 𝑌̂ = 21,714 + 0,374𝑥 means that there is a positive and significant relationship between self-confidence and student mathematics achievement. Then, the simple correlation coefficient test result count.

1. Introduction

The purpose of this study was to find out if there was a positive and significant relationship between confidence and students' math learning achievements. Having confidence is important for someone, including students in school. This is in accordance with opinion that having confidence serves important to actualize the potential owned by a person [1]. Students who have confidence will be very easy to interact in the learning process and with the learning environment [2]. Confidence in students is also useful to create a learning atmosphere that supports students to carry out learning activities as best they can, be honest in doing their assignments and believe in their own hard work without having to cheat with others [3]. According to [4], confidence is one’s basic capital in meeting various needs on their own. Also, explained that self-confidence is basically a belief in one's self to be able to respond well to everything according to their abilities[5].

Some observations of other researchers show that students' confidence in schools in general is still relatively low. The results of a preliminary study conducted by [3] in grade VIII of SMP Negeri 3 Pandeglang showed that students' confidence in mathematics has not reached the very high criteria. In addition, observations made by [6] at SMPN 27 Batam grade VIII were informed that students lack confidence because of the lack of desire of students to record the material described and students mostly

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like cheating. In addition, observations made by [7] at SMP Satu Atap Negeri Talun, at the time of mathematics learning found the fact that students still lack confidence in learning so embarrassed to express opinions.

Low confidence in students in Indonesia can also be seen from the Trends International Mathematics and Science Study (TIMSS) 2011 report [8]. A 2011 TIMSS report revealed that on an international scale only 14% of students have high confidence in their math skills. Indonesian students who have high confidence in mathematics are only 3%, while 52% in the moderately confident student category and 45% are students with low self-esteem category. Based on some of the opinions of the above experts, it can be concluded that the characteristics of self-confidence, namely: confidence in self-ability, optimism, objective, responsible, rational, independent, and tolerance. Furthermore, the indicators of students' confidence in mathematics learning used in this study are in accordance with Lautser's opinion [9], i.e.:

Table 1 Confidence Indicator No Indicators

1 Believe in your own abilities

2 Act independently in making decisions 3 Have a positive self-concept

4 Dare to express an opinion

Learning achievement can be used as one of the benchmarks of learning success. This is in accordance with [10] that high learning achievements show that learning has been done well. On the contrary, the low learning achievement shows that there needs to be correction and improvement to the implementation of learning. Based on the description of learning achievements and mathematics, it can be concluded that the achievement of learning mathematics is the result that has been achieved by students after doing activities or activities to learn mathematics. The results achieved by students are usually expressed in the form of numbers or words that can reflect the level of mastery of student learning. The results can be seen from the report card book or seen from the students' test scores in math subjects. In this study, students' math learning achievements are seen from midterm test scores (UTS) in mathematics subjects during one semester in semester II in the 2017/2018 school year [11,12].

Some of the results revealed that there is a significant relationship between confidence and students' math learning achievements. The results of [6] revealed that there is a positive and significant relationship between confidence and the achievement of learning mathematics grade VIII students SMPN 27 Batam. In addition, the results of the study of [13] revealed that students' confidence positively influenced the results of mathematics study of grade VIII students of SMPN 1 Tilatang Kamang. Based on the 2011 TIMSS report, the low confidence of students is also followed by low student learning achievement, namely obtaining scores below the average international score [8,14]. Based on these exposures, researchers are interested in investigating students' confidence levels and their relationship to student learning achievements. The purpose of this study is to find out if there is a positive and significant relationship between confidence and students' math learning achievements.

2. Method

This research used quantitative method, that is ex-post facto with correlational design. According to [15], ex-post facto research is a systematic empirical investigation in which the researcher does not control the independent variable directly because the existence of the variable has occurred, or because the variable basically cannot be manipulated. In this study, the independent variable is the self- confidence and the dependent variable is the learning achievement [16].

The population of this study are all students of grade VII at SMP Puspita Tangerang. The sample were 123 students. The number of samples was determined based on Isaac and Michael's Table 2 with an error rate of 5% and for a population of 188 people [17]. This study used the stratified random sampling technique.

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The data of the learning achievement is the mid-semester score in academic year 2017/2018, while the data of the self confidence is questionnaire score which is the self-confidence instrument is developed by the researchers based on [9]. The questionnaire instrument consists of 28 statements.

Detailed questionnaire instrument can be seen on Table 2 below.

Table 2. The Self-Confidence Indicators

No. Indicator Item Number Total

+ -

1 Believe in your own abilities 2,5 1,3,4,6 6

2 Independent in Making Decisions 9,10,11 7,8 5

3 Dare to Express opinions 12,13,14,15,20,21,22 16,17,18,19 11

4 Have a positive self-concept 26,27 23,24,25,28 6

Total number of questionnaire items 28

The options of each statement used Likert Scale that consists of Always (A), Often (O), Sometimes (S), and Never (N). This option is given score of 4, 3, 2, and 1 for positive statements and vice versa.

The questionnaire instrument was tried out in 61 students of grade VIII at SMP Puspita Tangerang. This tries out resulted 28 statements that valid and reliable. The reliability is very high (0.996).

Before analyzing the data, all ordinal data obtained must first be converted to interval data types using the Method of Successive Interval (MSI). The data conversion is carried out because the regression and correlation statistical tests to be used to test the hypothesis require that the data to be processed must be in the form of interval data. The data that will be converted into a version is the self- confidence data. Furthermore, to analyze the data obtained, simple linear regression analysis is used.

3. Result and Discussion 3.1. Result

The purpose of this study is to find out if there is a positive and significant relationship between the self-confidence and the learning achievement of students in mathematics learning. Data sense of confidence obtained from the questionnaire, amounting to 123 students in class VII Puspita. The following is the descriptive statistics for the variable data on self-confidence which can be seen in the following table.

Table 3 Percentage of Each Indicator

Indicator Percentage

Believe in your own abilities 68%

Independent of making decisions 70%

Dare to express opinions 64%

Have a positive self-concept 72%

From Table 3 above, the fourth indicator has a positive self-concept, the highest percentage is 72%. The lowest percentage is the indicator for the courage to express an opinion with a percentage of 64%.

3.2. Discussion

Based on the results of research and analysis of data that has been done shows there is a positive relationship between confidence and the achievement of learning mathematics students. This is seen from the regression equation model obtained i.e. 𝑌̂ = 21,714 + 0,374𝑥. In addition, it can be seen from the scatter plot of the line equation to form a positive linear line. Confidence has a positive relationship between self-confidence and students' math learning achievements. This is in line with the results of a study of [13] which stated that there is a positive influence limited student learning outcomes.

Furthermore, the results of the study which states that there is a positive relationship between confidence and student math achievement [6].

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Furthermore, the results of the calculation of the significance of the correlation coefficient 𝑡_{ℎ𝑖𝑡𝑢𝑛𝑔}= 1,47 < 𝑡_{𝑡𝑎𝑏𝑒𝑙}= 1,98 which means at the level of significance 𝛼 = 5% there is no significant relationship between confidence variables and student math learning achievement variables. The level of tightness of the relationship of both variables based on Guilford Empirical Rules is in the category very low 𝑟 = 0,131 which indicates the direction of a positive relationship or a straight-to-face relationship which means that if the value of confidence increases then the value of mathematics learning achievements also increases, and vice versa.

Moreover, because the results of the correlation coefficient test showed no significant relationship, so to see how much the percentage of confidence relationship with the achievement of learning mathematics students is to see the coefficient of determination. Based on the calculation result obtained coefficient of determination of 1.7%, while there are other factors of 98.3% that affect the achievement of mathematics learning junior high school students. There are two factors that affect students' mathematical learning achievement, namely internal and external factors. Internal factors are factors that arise from within the individual in the form of physical (health and disability), psychological factors (intelligence, attention, interests, talents, motives, maturity, readiness, intelligence, exercise, motivation and personal factors) and fatigue factors [18]. Then, external factors, namely the condition of the school social environment which includes teaching methods, curriculum, teacher relations with students, student relations with students, school disciplines, lesson tools, school time, lesson standards above size, building circumstances, learning methods, homework. Family environment (how parents educate, relationships between family members, home atmosphere, family economic situation, parental understanding, cultural background). Based on the calculation result obtained coefficient of determination of 1.7%, external factors have a greater influence than internal factors.

4. Conclusion

Based on the results of data analysis and discussion of the research results it can be concluded that: There is no positive and significant relationship between self-confidence and mathematics learning achievement of students of SMP Puspita Tangerang . The percentage of the relationship between self- confidence and mathematics learning achievement of SMP Puspita Tangerang students is 1.7%. This means that there are other influencing factors of 98.3%.

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