Students who study at home certainly affect their self-concept. Their study found that knowledge of distance learning affects the perceived usefulness of this process. This study described self-concept has an influence on learning achievement in mathematics. The type of research used in this study was descriptive quantitative research to determine the relationship between students’ self-concept and learning achievement in mathematics. This research was conducted in class VIII of State Junior High School (SMPN) 1 Palasah, Indonesia with 151 students as respondents. The self-concept data was obtained from a study questionnaire that had previously estimated its validity and reliability. This analysis is used to explain the data in the form of standard deviation, average, and low score. Self-concept is categorized into three categories (high, medium, and low). Self-concept is categorized into two kinds, namely positive self-concept, and negative self-concept. Categorization of self-concept can also be divided into three kinds. A high self-concept is also called a more positive self-concept, a moderate selfconcept is also called a positive self-concept, and a low self-concept is also called a negative self-concept. Therefore, when students have a positive selfconcept, it affects learning achievement positively as students needhaveaves to have a self-concept in learning mathematics.
Assessment is an important component of learning which aims to determine student achievement in learning. However, the pandemic has changed how assessment is carried out, prompting teachers to look for new strategies in carrying out mathematics learning assessments under any conditions, whether in normal conditions or during a pandemic. This study described the strategies used by high school mathematics teachers in assessing mathematics learning during the pandemic towards the post-pandemic period. This type of research is descriptive exploratory research with a qualitative approach. The subjects in this study were three mathematics teachers, three principals, and three vice principals from a public senior high school in Yogyakarta City, Indonesia. Qualitative data were collected by means of questionnaires, interviews, and documentation. The collected data were analyzed qualitatively according to Bogdan and Biklen. The results of the study reveal that the mathematics teacher’s strategy for carrying out assessments during a pandemic includes: i) determining the appropriate online assessment platform that suits the needs; ii) assessment based on student participation; iii) using various of online assessment methods; iv) prioritizing academic integrity and honesty in the assessment implementation; and v) carry out the management and reporting of data on the results of the assessment in accordance with established procedures.
This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasiexperimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.
This study aims to investigate whether student anxiety about the subject of mathematics has any effect on the achievement of middle-school students in Amman, Jordan. It also aims to investigate whether student gender plays a role. The study sample consists of 180 seventh grade students enrolled in Amman public schools during the 2018/2019 academic year. These are distributed into three levels of anxiety as displayed by the students: low, middle, and high. Then, math anxiety measurements are collected, the validity and reliability for which are verified. The results reveal that there are statistically-significant differences in achievement between the middle level of math anxiety and the two other extremes. It is found that middle anxiety level have a positive effect on achievement, whereas for low and high math anxiety levels, no differences in achievement are perceived. In addition, no statistically significant differences (α≤0.01) were found between males and females with regards to math anxiety; and there is no interaction between the level of math anxiety and gender in achievement.
This research investigated the pre-service teachers’ self-regulation, selfefficacy, and mathematics performance in blended learning during the post Coronavirus disease 2019 (COVID-19) pandemic in a state university using a descriptive correlational design. There were 201 pre-service teachers who were identified using simple random sampling. They answered the two-set survey questionnaire, which assessed their self-regulation and self-efficacy, while their performances were assessed using their grades in the subject. The data gathered were treated using descriptive and inferential statistics. The results revealed that they had high self-regulation while they had a very high level of self-efficacy. At the same time, they had a very satisfactory performance in mathematics. Moreover, their self-regulation in terms of planning, monitoring, and adjusting was significantly correlated with their math performance while reflecting is not. However, no significant relationship was found between their self-efficacy and mathematics performance. Thus, instructors are encouraged to conduct monitoring during blended learning to encourage pre-service teachers to maintain their high level of self-regulation and self-efficacy in learning mathematics. In addition, future researchers may explore the same variables to validate the findings of the study because these findings are limited only to pre-service teachers and were conducted during the post COVID-19 pandemic.
ONLINE SELF-MANAGEMENT LEARNING, SELF-DISCIPLINE AND SELF-CONTROL ON STUDENTS...InternationalPublica
This study determined the influence of online self-management learning, self-discipline, and self-control on the academic performance of public junior high school students in Bustos, Bulacan during the School Year 2021-2022. With explanatory sequential mixed methods as research design and 287 students as respondents of the study, findings showed that the junior high school students almost always managed their online learning in terms of task strategies, time management, help seeking, and self-evaluation. Meanwhile, the junior high school students agreed that they have self-discipline in the new normal in terms of study in a plan and strongly agreed in terms of attention. On the other hand, the junior high school students are highly proficient in so far as their self-control in the new normal is concerned. The academic performance of the junior high school students in the new normal was described as “very satisfactory”. Based on the findings of the study, the following conclusion was drawn: There is a significant relationship between the junior high school students’ online self-management learning, self-discipline, self-control and their academic performance in the new normal. When the students can properly manage their online learning with self-discipline and self-control, they would be able to attain higher grades.
HOW ONLINE LEARNING, DURING COVID-19, HAS AFFECTED COMPASSION IN TEACHING AND...IJCI JOURNAL
Goetz [1] defines compassion as ‘the ability to notice physical or social distress in others and take action to address it’, with active listening, empathy, desire to help, inclusivity, understanding emotions, promoting silence, and creating a safe space being the main components of compassion in a teaching environment [2]. To understand the importance of compassion in teaching for student success, this study focusses on how an increased use of online teaching has negatively affected compassionate teaching and how that relates to student satisfaction. The present study uses a self-developed survey measure, in which, 44 undergraduate psychology students from each year group anonymously rate the use of the compassionate components. The results showed a significant correlation between hours of face-to-face teaching and compassionate scores and compassionate and enjoyment scores. Future research should consider how implementing compassion pedagogy in online learning affects enjoyment scores.
STUDENTS’ INDEPENDENT LEARNING CAPACITY, ORIENTATIONS, AND ENGAGEMENT ON THEI...RayRudolfPastrana1
The study determined the influence of independent learning capacity, orientations, and engagement on the academic performance in Science of senior high school students in selected secondary schools in San Miguel, Bulacan during the second semester of school year 2021-2022.
Assessment is an important component of learning which aims to determine student achievement in learning. However, the pandemic has changed how assessment is carried out, prompting teachers to look for new strategies in carrying out mathematics learning assessments under any conditions, whether in normal conditions or during a pandemic. This study described the strategies used by high school mathematics teachers in assessing mathematics learning during the pandemic towards the post-pandemic period. This type of research is descriptive exploratory research with a qualitative approach. The subjects in this study were three mathematics teachers, three principals, and three vice principals from a public senior high school in Yogyakarta City, Indonesia. Qualitative data were collected by means of questionnaires, interviews, and documentation. The collected data were analyzed qualitatively according to Bogdan and Biklen. The results of the study reveal that the mathematics teacher’s strategy for carrying out assessments during a pandemic includes: i) determining the appropriate online assessment platform that suits the needs; ii) assessment based on student participation; iii) using various of online assessment methods; iv) prioritizing academic integrity and honesty in the assessment implementation; and v) carry out the management and reporting of data on the results of the assessment in accordance with established procedures.
This research is aimed at finding out: 1) the influence of discovery learning model with RME approach on Mathematics learning achievement; 2) the influence of interpersonal intelligence on Mathematics learning achievement; 3) the interaction between discovery learning model with RME approach and interpersonal intelligence on Mathematics learning achievement. The research was conducted at one of the state Elementary Schools in Banjarsari sub-district, Surakarta. The method used in this research was quasiexperimental method with 2x3 factorial design. Hypothesis test was done by two-way variance ANOVA test with different cells. It can be concluded that the discovery learning model with RME approach gives better influence on the Mathematics learning achievement than the direct learning model. Students having high interpersonal intelligence category get better Mathematics learning achievement than those having medium and low category. The students having medium interpersonal intelligence get better Mathematics achievement than those having low category. There is no interaction between learning model and interpersonal intelligence on Mathematics learning achievement.
This study aims to investigate whether student anxiety about the subject of mathematics has any effect on the achievement of middle-school students in Amman, Jordan. It also aims to investigate whether student gender plays a role. The study sample consists of 180 seventh grade students enrolled in Amman public schools during the 2018/2019 academic year. These are distributed into three levels of anxiety as displayed by the students: low, middle, and high. Then, math anxiety measurements are collected, the validity and reliability for which are verified. The results reveal that there are statistically-significant differences in achievement between the middle level of math anxiety and the two other extremes. It is found that middle anxiety level have a positive effect on achievement, whereas for low and high math anxiety levels, no differences in achievement are perceived. In addition, no statistically significant differences (α≤0.01) were found between males and females with regards to math anxiety; and there is no interaction between the level of math anxiety and gender in achievement.
This research investigated the pre-service teachers’ self-regulation, selfefficacy, and mathematics performance in blended learning during the post Coronavirus disease 2019 (COVID-19) pandemic in a state university using a descriptive correlational design. There were 201 pre-service teachers who were identified using simple random sampling. They answered the two-set survey questionnaire, which assessed their self-regulation and self-efficacy, while their performances were assessed using their grades in the subject. The data gathered were treated using descriptive and inferential statistics. The results revealed that they had high self-regulation while they had a very high level of self-efficacy. At the same time, they had a very satisfactory performance in mathematics. Moreover, their self-regulation in terms of planning, monitoring, and adjusting was significantly correlated with their math performance while reflecting is not. However, no significant relationship was found between their self-efficacy and mathematics performance. Thus, instructors are encouraged to conduct monitoring during blended learning to encourage pre-service teachers to maintain their high level of self-regulation and self-efficacy in learning mathematics. In addition, future researchers may explore the same variables to validate the findings of the study because these findings are limited only to pre-service teachers and were conducted during the post COVID-19 pandemic.
ONLINE SELF-MANAGEMENT LEARNING, SELF-DISCIPLINE AND SELF-CONTROL ON STUDENTS...InternationalPublica
This study determined the influence of online self-management learning, self-discipline, and self-control on the academic performance of public junior high school students in Bustos, Bulacan during the School Year 2021-2022. With explanatory sequential mixed methods as research design and 287 students as respondents of the study, findings showed that the junior high school students almost always managed their online learning in terms of task strategies, time management, help seeking, and self-evaluation. Meanwhile, the junior high school students agreed that they have self-discipline in the new normal in terms of study in a plan and strongly agreed in terms of attention. On the other hand, the junior high school students are highly proficient in so far as their self-control in the new normal is concerned. The academic performance of the junior high school students in the new normal was described as “very satisfactory”. Based on the findings of the study, the following conclusion was drawn: There is a significant relationship between the junior high school students’ online self-management learning, self-discipline, self-control and their academic performance in the new normal. When the students can properly manage their online learning with self-discipline and self-control, they would be able to attain higher grades.
HOW ONLINE LEARNING, DURING COVID-19, HAS AFFECTED COMPASSION IN TEACHING AND...IJCI JOURNAL
Goetz [1] defines compassion as ‘the ability to notice physical or social distress in others and take action to address it’, with active listening, empathy, desire to help, inclusivity, understanding emotions, promoting silence, and creating a safe space being the main components of compassion in a teaching environment [2]. To understand the importance of compassion in teaching for student success, this study focusses on how an increased use of online teaching has negatively affected compassionate teaching and how that relates to student satisfaction. The present study uses a self-developed survey measure, in which, 44 undergraduate psychology students from each year group anonymously rate the use of the compassionate components. The results showed a significant correlation between hours of face-to-face teaching and compassionate scores and compassionate and enjoyment scores. Future research should consider how implementing compassion pedagogy in online learning affects enjoyment scores.
STUDENTS’ INDEPENDENT LEARNING CAPACITY, ORIENTATIONS, AND ENGAGEMENT ON THEI...RayRudolfPastrana1
The study determined the influence of independent learning capacity, orientations, and engagement on the academic performance in Science of senior high school students in selected secondary schools in San Miguel, Bulacan during the second semester of school year 2021-2022.
This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.
1. The study aimed to determine junior high school students' emotional intelligence, especially in managing emotions, recognizing emotions, and motivating themselves.
2. A questionnaire and interviews were used to collect data from 102 students. The results found that 61.8% of students were good at recognizing emotions, 53.9% were good at managing emotions, and 60.8% were good at motivating themselves.
3. Students need opportunities to develop direct experiences and thoughts during learning activities to improve their emotional intelligence.
Ijaems apr-2016-25 BS Mathematics Student’s Personal Beliefs in Engaging in a...INFOGAIN PUBLICATION
This document summarizes a study that explored the changing beliefs of students in the BS Mathematics program at De La Salle Lipa in the Philippines. The study found that most students did not initially choose the BS Mathematics program and had negative beliefs about mathematics due to difficulty and lack of awareness of the program. Through qualitative interviews, students reported that their views changed over time due to the supportive learning environment and experiences provided by the school and teachers. They gained more interest in mathematics and adapted to the program. The findings suggest that providing an encouraging learning environment can help promote positive achievement and reception of mathematics among students.
The study explored primary teachers and students’ anxiety toward online
instruction during COVID-19 pandemic, the factors affecting anxiety related
to online instruction of students and teachers in primary school. This
research study was designed to collect data from primary teachers and
students on the factors that affect anxiety in online teaching. The informants
were 127 students and 11 teachers based on the purpose of the research.
Questionnaire concerning general student data, such as gender, grade level,
online study equipment, and online learning channels. Factors influencing
anxiety in online education in the context of the COVID-19 pandemic, with
23 items for students and 25 items for teachers. Data is collected by online
inquiries with students and teachers According to the findings, the general
degree of factors influencing anxiety from online instruction in primary
school is at moderate level. Physical and mental elements, evaluation and
course content are the categories of factors that have the most impact on
students’ anxiety toward online learning. Meanwhile, the factors that have
the greatest impact on students’ anxiety toward online learning are
concerning about their grades and courses are extremely recorded. Students
believe that online learning is more challenging than traditional classroom.
At the same time, teachers are worried about online assessment, concerns
about students who are unable to attend online sessions. Teachers who only
use computers to teach online have less anxiety than teachers who use
computers, tablets, and mobile phones.
This study purposed to investigate researching anxiety of pre-service teachers
that might want to explain why they are able to learn successfully in the
context of difference in program of study. There were 15 pre-service teachers
in M.Ed. program of teaching science and mathematics voluntary
participated. Learning Anxiety Questionnaire (LAQ) was employed their
anxiety towards learning through Google Form. The study revealed that preservice
teachers
had
anxiety
at
medium
level.
However,
some
of
item
present
they
had
different
level
of
anxiety.
The
effective
learning
for
decreasing
level
anxiety
needs
to
be
more
discussed.
The affective aspects must be owned by students in a lesson, where the
affective aspects will have a relationship with the cognitive aspects of a
student, therefore this study aimed to determine whether there is a
relationship between students 'mathematical dispositions and students'
mathematics learning outcomes. Using a mixed method and a sequential
explanatory plan, the research was undertaken by first collecting quantitative
data and then continuing to collect qualitative data. Where, the sample count
in this study was 413 students from junior secondary schools 18 in Jambi
City, Indonesia who used a total sampling technique. Data were then
analyzed with the help of SPSS 21 application to find descriptive statistics in
the form of mean, min, max, and category as well as inferential statistics
using Pearson Product Moment. The results obtained in this study dominate
both the mathematical disposition of pupils and the learning outcomes of
pupils in mathematics. This was reinforced by the existence of a relationship
between mathematical disposition and student learning outcomes in
mathematics which is indicated by the obtained sig <0.05. This means that
the mathematical disposition of students which includes the affective aspect
of students has a relationship with the cognitive aspect, by having a good
affective aspect, the cognitive aspects of the student are also good.
This study examined the effectiveness of problem-based learning (PBL) models in improving geography learning outcomes for high school students in the new normal learning era with limited face-to-face learning. The study used a quasi-experimental design with two groups - an experimental group that used PBL and a control group that used conventional teaching methods. Results showed that the experimental group had higher average learning gains compared to the control group based on pre- and post-test scores, indicating that PBL was more effective at improving student learning outcomes. Independent t-tests also showed significant differences in post-test scores between the two groups, with the PBL group performing better. The study concludes that PBL models can be effectively applied in new
Development of Aljabar Materials Based On React Strategy To Increase Material...AJHSSR Journal
e them is with developing algebra teaching materials based
on the REACT strategy to enhance students' metaphorical thinking ability. The research method uses research
and development type formative research. The subject of this study is class VII in one of junior high school in
Cianjur, Indonesia. Based on the results of research and discussion can be summed up some things as follows:
(1) teaching materials that have been compiled good quality although still need to be refined again. (2) The
students' metaphorical thinking ability through the use of the teaching materials is enhancing. (3) The student's
response to this teaching material is very positive.
KEYWORDS: React Strategy , Algebra, Teaching and Learning Materials, Metaphorical Thingking, Moral
Crisis
International Journal of Engineering Inventions (IJEI) provides a multidisciplinary passage for researchers, managers, professionals, practitioners and students around the globe to publish high quality, peer-reviewed articles on all theoretical and empirical aspects of Engineering and Science.
Natural science learning achievement is an essential factor in learning
outcomes. This research investigated an experimental study that aimed to
improve concept science test result in online learning through Jigsaw
cooperative learning model and learning style. The research involved the
sample of 80 students from junior high school in South Jakarta, Indonesia
divided into two groups: the experimental class and the class control. Raw
data were statistically analyzed using the two-way variance technique at the
.05 significance level. The findings revealed an effect between cooperative
learning on natural science learning achievement, learning interest in natural
science learning achievement, and interaction between cooperative learning
and learning interest in natural science learning achievement. As a result,
cooperative learning type Jigsaw shows a significant impact and had a good
test result on natural science learning achievement. Therefore, the research
suggests that Jigsaw cooperative learning is well suited to use as a learning
model among junior high school students based on effect size test results.
The study involved 2,575 students selected through a combination of probability and non-probability sampling procedures. Explanatory sequential mixed methods design was used. Participants completed the FennemaSherman Mathematics Attitude Scales (FSMAS) to provide the quantitative data for the research. The qualitative data were gathered through interviews. The arithmetic mean from the survey data for each of the students was used to shortlist 140 students for focus group interviews. The findings revealed that some of the impetuses that drive the respondents’ positive attitudes towards mathematics were mathematics as a compulsory subject, good teaching strategies by teachers, the utility of mathematics, career aspirations, and encouragement from parents, guardian or peers. The study recommended that stakeholders should encourage, enhance and promote these factors. Teachers, educators, and researchers are encouraged to dig deeper to unearth more of such factors.
The document discusses a mixed-methods study that evaluated the use of flipped classroom in a problem-based learning (PBL) medical curriculum during the COVID-19 pandemic. Quantitative data from student evaluations of different blocks showed some blocks had unbalanced learning loads and lacked block learning management and knowledge retention. Qualitative analysis identified four key themes: 1) Flipped classroom time allocation is sensitive; 2) Learning objectives require activity and media support; 3) Flipped classroom requires different teaching training; and 4) Flipped classroom experiences can cause psychological burnout from heavy workloads. The study provides insights into improving online PBL instructional designs during pandemics.
HOMEWORK BEHAVIOR AND LEARNING STRATEGIES ON STUDENTS’ ACADEMIC PERFOMANCE I...RayRudolfPastrana1
This study determined the influence of homework behavior and learning strategies on the academic performance in Araling Panlipunan of students in secondary schools in Bustos, Bulacan during the School Year 2021-2022.
The study aims to determine the barriers to online learning faced by mathematics education students at Mandaue City College during the COVID-19 pandemic. The researcher will survey students about technological barriers, instructional barriers, social interaction barriers, and motivational barriers. The students' academic performance will also be examined. The results will be used to propose an online learning enhancement program to address the identified barriers.
Purpose: This study aims to identify the problem solving abilities possessed by junior high school students. The type of research used is quantitative which uses a research design survey. The sample of this study is 98 students taken based on purposive sampling techniques. This study uses descriptive statistics to analyze the data generated. From the results of the analysis that has been done, it was found that there is a problem solving indicator by students in mathematics which is a indicated by the indicators of planning a solution which has a good category of a 56.1% (55 of 98) students, the indicator of problem solving has a good category of a 56.1% (55 out of 98) students, indicators of a problem solving planning had a good category of a 54.1% (53 of 98) students, and an indicator of understanding a problem had a good category of a 60.2% (59 of 98) students.
This document provides a summary of the key factors affecting mathematics performance identified in the related literature. It discusses several factors including student interest, study habits, teacher personality traits, teaching skills, and instructional materials. Effective study habits require practice and perfect practice. Instructional materials and teaching strategies are important determinants of math teaching methods. Students' beliefs about their ability and whether it can be improved also impact performance. A teacher's competence relies on possessing key personality traits and using varied teaching approaches helps student engagement. The literature shows relationships between these factors and mathematics achievement.
This document provides background information on factors affecting mathematics performance of high school students. It discusses several key factors from previous studies, including student interest, study habits, teacher personality traits and teaching skills, and instructional materials. The conceptual framework outlines how these input factors may influence student mathematics performance outcomes. The study aims to determine the extent to which student-related factors and teacher-related factors impact mathematics performance of high school students at a particular university.
Guided discovery learning strategy and senior school students performance in ...Alexander Decker
This document summarizes a study that investigated the effects of guided discovery learning strategy on mathematics performance of senior secondary students in Nigeria. The study found:
1) Students taught using guided discovery learning performed significantly better on a mathematics test than students taught using non-guided methods.
2) Male and female students performed equally well when taught using guided discovery, showing gender had no impact on performance.
3) Higher scoring students benefited most from guided discovery, followed by medium scorers, while lower scorers benefited the least.
The study concluded that guided discovery learning is an effective strategy for improving mathematics performance, though benefits students of different scoring levels unevenly.
Online learning is enforced by all higher education in Indonesia due to the
COVID-19 pandemic. There is an inability of students to manage time and
often delay the work given by the lecturer. This study aimed to reveal the
degree of relationship between student time management and academic
procrastination in higher education. This research was conducted at the
Psychology Faculty of the University Puta Indonesia YPTK Padang,
Indonesia. The sample of this research was psychology students as many as
202 respondents. The research instrument was in the form of a questionnaire
distributed via Google Form. The results showed that the level of correlation
between time management and academic procrastination of psychology
students was 0.242 with data processing using SPSS 26. Which means that
there is a relationship between students' ability to manage time and delay in
completing assignments by students of the faculty of psychology.
The role of lecturers in providing direction and motivation to students is
very much needed.
The role of entrepreneurship in addressing the issue of educated unemployment is well acknowledged, while its specific implications for health professions students remain inadequately explored. This study's main objective is to investigate entrepreneurship education's effect on entrepreneurial intention by considering entrepreneurial self-efficacy as a mediator in students majoring in medical laboratory technology. This quantitative research uses an exploratory approach involving 300 respondents determined through simple random sampling techniques and analyzed using partial least square structural equation model (PLS-SEM). The analysis revealed that entrepreneurship education directly impacts self-efficacy and entrepreneurial intention. Furthermore, entrepreneurial self-efficacy was identified to exert a positive mediating effect between these variables. However, the effect size between the relationships of the research variables is low. Nevertheless, higher education offering health majors can optimize entrepreneurship education by implementing practical learning and field experience to increase confidence and intention in entrepreneurial activities.
Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
More Related Content
Similar to Does self-concept affect mathematics learning achievement?
This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.
1. The study aimed to determine junior high school students' emotional intelligence, especially in managing emotions, recognizing emotions, and motivating themselves.
2. A questionnaire and interviews were used to collect data from 102 students. The results found that 61.8% of students were good at recognizing emotions, 53.9% were good at managing emotions, and 60.8% were good at motivating themselves.
3. Students need opportunities to develop direct experiences and thoughts during learning activities to improve their emotional intelligence.
Ijaems apr-2016-25 BS Mathematics Student’s Personal Beliefs in Engaging in a...INFOGAIN PUBLICATION
This document summarizes a study that explored the changing beliefs of students in the BS Mathematics program at De La Salle Lipa in the Philippines. The study found that most students did not initially choose the BS Mathematics program and had negative beliefs about mathematics due to difficulty and lack of awareness of the program. Through qualitative interviews, students reported that their views changed over time due to the supportive learning environment and experiences provided by the school and teachers. They gained more interest in mathematics and adapted to the program. The findings suggest that providing an encouraging learning environment can help promote positive achievement and reception of mathematics among students.
The study explored primary teachers and students’ anxiety toward online
instruction during COVID-19 pandemic, the factors affecting anxiety related
to online instruction of students and teachers in primary school. This
research study was designed to collect data from primary teachers and
students on the factors that affect anxiety in online teaching. The informants
were 127 students and 11 teachers based on the purpose of the research.
Questionnaire concerning general student data, such as gender, grade level,
online study equipment, and online learning channels. Factors influencing
anxiety in online education in the context of the COVID-19 pandemic, with
23 items for students and 25 items for teachers. Data is collected by online
inquiries with students and teachers According to the findings, the general
degree of factors influencing anxiety from online instruction in primary
school is at moderate level. Physical and mental elements, evaluation and
course content are the categories of factors that have the most impact on
students’ anxiety toward online learning. Meanwhile, the factors that have
the greatest impact on students’ anxiety toward online learning are
concerning about their grades and courses are extremely recorded. Students
believe that online learning is more challenging than traditional classroom.
At the same time, teachers are worried about online assessment, concerns
about students who are unable to attend online sessions. Teachers who only
use computers to teach online have less anxiety than teachers who use
computers, tablets, and mobile phones.
This study purposed to investigate researching anxiety of pre-service teachers
that might want to explain why they are able to learn successfully in the
context of difference in program of study. There were 15 pre-service teachers
in M.Ed. program of teaching science and mathematics voluntary
participated. Learning Anxiety Questionnaire (LAQ) was employed their
anxiety towards learning through Google Form. The study revealed that preservice
teachers
had
anxiety
at
medium
level.
However,
some
of
item
present
they
had
different
level
of
anxiety.
The
effective
learning
for
decreasing
level
anxiety
needs
to
be
more
discussed.
The affective aspects must be owned by students in a lesson, where the
affective aspects will have a relationship with the cognitive aspects of a
student, therefore this study aimed to determine whether there is a
relationship between students 'mathematical dispositions and students'
mathematics learning outcomes. Using a mixed method and a sequential
explanatory plan, the research was undertaken by first collecting quantitative
data and then continuing to collect qualitative data. Where, the sample count
in this study was 413 students from junior secondary schools 18 in Jambi
City, Indonesia who used a total sampling technique. Data were then
analyzed with the help of SPSS 21 application to find descriptive statistics in
the form of mean, min, max, and category as well as inferential statistics
using Pearson Product Moment. The results obtained in this study dominate
both the mathematical disposition of pupils and the learning outcomes of
pupils in mathematics. This was reinforced by the existence of a relationship
between mathematical disposition and student learning outcomes in
mathematics which is indicated by the obtained sig <0.05. This means that
the mathematical disposition of students which includes the affective aspect
of students has a relationship with the cognitive aspect, by having a good
affective aspect, the cognitive aspects of the student are also good.
This study examined the effectiveness of problem-based learning (PBL) models in improving geography learning outcomes for high school students in the new normal learning era with limited face-to-face learning. The study used a quasi-experimental design with two groups - an experimental group that used PBL and a control group that used conventional teaching methods. Results showed that the experimental group had higher average learning gains compared to the control group based on pre- and post-test scores, indicating that PBL was more effective at improving student learning outcomes. Independent t-tests also showed significant differences in post-test scores between the two groups, with the PBL group performing better. The study concludes that PBL models can be effectively applied in new
Development of Aljabar Materials Based On React Strategy To Increase Material...AJHSSR Journal
e them is with developing algebra teaching materials based
on the REACT strategy to enhance students' metaphorical thinking ability. The research method uses research
and development type formative research. The subject of this study is class VII in one of junior high school in
Cianjur, Indonesia. Based on the results of research and discussion can be summed up some things as follows:
(1) teaching materials that have been compiled good quality although still need to be refined again. (2) The
students' metaphorical thinking ability through the use of the teaching materials is enhancing. (3) The student's
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KEYWORDS: React Strategy , Algebra, Teaching and Learning Materials, Metaphorical Thingking, Moral
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International Journal of Engineering Inventions (IJEI) provides a multidisciplinary passage for researchers, managers, professionals, practitioners and students around the globe to publish high quality, peer-reviewed articles on all theoretical and empirical aspects of Engineering and Science.
Natural science learning achievement is an essential factor in learning
outcomes. This research investigated an experimental study that aimed to
improve concept science test result in online learning through Jigsaw
cooperative learning model and learning style. The research involved the
sample of 80 students from junior high school in South Jakarta, Indonesia
divided into two groups: the experimental class and the class control. Raw
data were statistically analyzed using the two-way variance technique at the
.05 significance level. The findings revealed an effect between cooperative
learning on natural science learning achievement, learning interest in natural
science learning achievement, and interaction between cooperative learning
and learning interest in natural science learning achievement. As a result,
cooperative learning type Jigsaw shows a significant impact and had a good
test result on natural science learning achievement. Therefore, the research
suggests that Jigsaw cooperative learning is well suited to use as a learning
model among junior high school students based on effect size test results.
The study involved 2,575 students selected through a combination of probability and non-probability sampling procedures. Explanatory sequential mixed methods design was used. Participants completed the FennemaSherman Mathematics Attitude Scales (FSMAS) to provide the quantitative data for the research. The qualitative data were gathered through interviews. The arithmetic mean from the survey data for each of the students was used to shortlist 140 students for focus group interviews. The findings revealed that some of the impetuses that drive the respondents’ positive attitudes towards mathematics were mathematics as a compulsory subject, good teaching strategies by teachers, the utility of mathematics, career aspirations, and encouragement from parents, guardian or peers. The study recommended that stakeholders should encourage, enhance and promote these factors. Teachers, educators, and researchers are encouraged to dig deeper to unearth more of such factors.
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This document provides a summary of the key factors affecting mathematics performance identified in the related literature. It discusses several factors including student interest, study habits, teacher personality traits, teaching skills, and instructional materials. Effective study habits require practice and perfect practice. Instructional materials and teaching strategies are important determinants of math teaching methods. Students' beliefs about their ability and whether it can be improved also impact performance. A teacher's competence relies on possessing key personality traits and using varied teaching approaches helps student engagement. The literature shows relationships between these factors and mathematics achievement.
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Guided discovery learning strategy and senior school students performance in ...Alexander Decker
This document summarizes a study that investigated the effects of guided discovery learning strategy on mathematics performance of senior secondary students in Nigeria. The study found:
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2) Male and female students performed equally well when taught using guided discovery, showing gender had no impact on performance.
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Does self-concept affect mathematics learning achievement?
1. Journal of Education and Learning (EduLearn)
Vol. 17, No. 3, August 2023, pp. 455~461
ISSN: 2089-9823 DOI: 10.11591/edulearn.v17i3.20554 455
Journal homepage: http://edulearn.intelektual.org
Does self-concept affect mathematics learning achievement?
Nia Kania1,2
, Dadang Juandi2
1
Department Mathematics Education, Faculty of Teacher Training and Education, Universitas Majalengka, Majalengka, Indonesia
2
Department of Mathematics Education, Faculty of Mathematics and Natural Sciences Education, Universitas Pendidikan Indonesia,
Bandung, Indonesia
Article Info ABSTRACT
Article history:
Received May 13, 2022
Revised Apr 30, 2023
Accepted Jun 05, 2023
Students who study at home certainly affect their self-concept. Their study
found that knowledge of distance learning affects the perceived usefulness of
this process. This study described self-concept has an influence on learning
achievement in mathematics. The type of research used in this study was
descriptive quantitative research to determine the relationship between
students’ self-concept and learning achievement in mathematics. This
research was conducted in class VIII of State Junior High School (SMPN) 1
Palasah, Indonesia with 151 students as respondents. The self-concept data
was obtained from a study questionnaire that had previously estimated its
validity and reliability. This analysis is used to explain the data in the form
of standard deviation, average, and low score. Self-concept is categorized
into three categories (high, medium, and low). Self-concept is categorized
into two kinds, namely positive self-concept, and negative self-concept.
Categorization of self-concept can also be divided into three kinds. A high
self-concept is also called a more positive self-concept, a moderate self-
concept is also called a positive self-concept, and a low self-concept is also
called a negative self-concept. Therefore, when students have a positive self-
concept, it affects learning achievement positively as students needhaveaves
to have a self-concept in learning mathematics.
Keywords:
Challenge education
Distance learning
Mathematic
Self-concept
This is an open access article under the CC BY-SA license.
Corresponding Author:
Nia Kania
Department of Mathematics Education, Faculty of Mathematics and Natural Sciences Education
Universitas Pendidikan Indonesia
Dr. Setiabudi Street No. 229, Isola. Sukasari, Bandung, Indonesia
Email: niakania@upi.edu
1. INTRODUCTION
The COVID-19 pandemic is a situation affecting all sectors/areas [1], [2] including the education
sector, economic sector, trade, industry, agriculture, and politics [3]. The COVID-19 pandemic is the biggest
challenge and the education sector is one of the lines participating in the listing of physical distancing [4]–[7]
COVID-19 and its constraints have compelled education stakeholders to move from face-to-face delivery to
online delivery [8]–[10]. Because of this, the government is seriously considering developing a strategy
between fighting COVID-19 and educating the country’s children. Many institutions in the education sector,
especially schools/universities, implement distance learning to ensure the safety of students.
Distance learning is very influential and has a huge impact on students. About 45 million students in
Indonesia are affected by COVID-19, which is about 3% of the world’s student population [11] doing online
learning. Students’ studying at home because of the pandemic [12] it is a process that not only uploads
learning resources and makes them available to learners, but also provides them with autonomy,
responsibility, flexibility, and choice [13]. Students are not familiar with this teaching method. The teachers
who used to study at school gave the textbooks themselves, and now the students have to study on their own.
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It is also difficult for teachers to plan for learning during this pandemic. How to deliver materials to students
at home. Technology is also an effective way to deal with these situations. Therefore, teachers need to learn
how to use technology when teaching classes. In particular, math teachers should use this technology to
reduce or eliminate the abstract nature of math learning objects, making it easier for students to absorb or
understand math lessons in school.
Students studying at home certainly affect students’ self-concept. Research by Yildiz and Erdem
[14] found in their study that knowledge about distance education influences the perception of benefits of this
process. Students reported distance learning improved interaction and communication with teachface-to-
faceed to facetoface classes [15]. Student self-concept is important [16], [17] determinant of well-being [18]
learning math and science is one of the important issues [19]. During the pandemic, the majority of public
elementary and junior high school children did not take math lessons for several months, except for self-
study homework [20]. In any study students in the environment have to take responsibility for themselves,
which can be considered important in the context of online and e-learning [21]. Because one of the factors
that influence students’ self-concept is the demands of the school. Schools want students to excel and have
good grades, but students are not used to online learning. This affects students' self-concept. This seemingly
endless pandemic can cause a mental burden on students. This mental burden is affecting student autonomy if
he can not control it.
Although students’ study at home, it is appropriate to take the opportunity to study mathematics
seriously to achieve good and satisfactory results in their mathematics learning. Performance measures are
essential to determining student achievement levels, diagnosing learning difficulties, and enabling students to
achieve better outcomes. The total of 8 from 10 of online teacher answers related to teacher-student
interactions: speak slowly, ask questions, monitor students during online lessons, and check emails regularly
to help students understand lessons [22].
Self-assessment of students’ academic ability is important for their efforts to adapt to their studies
and responsibilities. This perception can affect the degree of student effort in school [23], [24]. In
mathematics education and learning, students’ perceptions of mathematics and their ability to learn
independently have been found to have a significant impact on learning outcomes [25]. Researchers
[26], [27] stated that cognitive factors have been found to affect school performance. Self-concept is useful
for understanding the development of children’s resilience, academic achievement, and social and emotional
maturity. Based on this, self-concept and performance are interconnected. Unpleasant emotions hinder
learning by not having a positive attitude and not maintaining interest in learning, making it difficult to
develop motivation. One of the factors’ affecting self-esteem is anxiety and low self-esteem, which can lower
or worsen academic performance.
Measuring student performance during a pandemic is very difficult because you do not know exactly
how students are doing. Are students really honest, or do they ask for help or find answers on the internet?
This is a challenge for us. Therefore, knowing what the self-concept is is very important because it is a factor
that affects the cognitive ability of students. Self-concept can be measured by giving a questionnaire to
students. The results of this survey can reveal the self-concept of students. The results of the questionnaire
were compared with the math scores in the form of a report card. This is to strengthen the relationship
between students’ self-concept and students’ mathematics learning achievement.
2. RESEARCH METHOD
The type of research used in this research is descriptive quantitative research. It is intended to
describe the relationship between students’ self-concept and mathematics learning achievement. The
empirical unraveling of the effects of self-concept and self-efficacy seems to be important for investigating
the impact on mathematical performance, as the result is a clearer subject-specific relationship [28].
However, the results also showed that both student reference norms and teachers’ perceived social reference
norms are very important to the self-concept of mathematics for students in the highest grades. These two
reference norms are significantly positively associated with mathematics. Self-concept at the class level [29].
This research was conducted in class VIII State Junior High School (SMPN) 1 Palasah, Indonesia as
with 151 students as respondents. The sampling was done by purposive random sampling. Self-concept data
were obtained from research questionnaires whose validity and reliability had been previously estimated.
Before the instruments were made available to the general public, face-to-face validation was performed on
specialists, specifically lecturers in mathematics education. This is to determine whether or not the instrument
is appropriate for the research that is about to be done. This questionnaire was distributed using google form
media because researchers could not go directly to the field related to social restrictions in schools.
Meanwhile, research performance data were derived from the cost of transcripts during the online learning
period. Based on theoretical research, the self-evaluation questionnaire consists of three aspects (a physical
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aspect, a psychological aspect, and a social aspect), each of which is converted into several indicators. Then
the indicators are formulated in the form of articles. The self-assessment questionnaire uses a Likert scale
with four alternatives.
Research tools have been tested in VIII C class before taking research data. Self-reported data (X1)
was obtained from a 22-item questionnaire with four alternative responses. Where a score of 4 is the best
possible and a score of 1 is the worst possible. The goal is to asses the accuracy and reliability of the device.
The data of the instrument test result provides a valid and reliable device to provide students with research
patterns. After receiving the results of the questionnaire and reporting card, the researcher analyzes data
using the SPSS program.
This analysis is used to explain data in the form of perfect standard deviation, perfect average,
perfect low score, perfect average, and perfect average, perfect standard deviation. Conceptual data of
research myself. In addition to technical analysis, SPSS 25 for windows also analyzes the
relationship/correlation with Pearson between self-concept and math learning achievement. This analysis is
used in mathematics to determine how strong the relationship between a student’s self-esteem and academic
performance. Recommendations for evaluating whether a relationship is strong/dense are determined by the
coefficient values shown in the Table 1.
Table 1. Correlation coefficient
No. Coefficient interval Relationship level
1. ≤0.199 Very weak
2. 0.20-0.399 Weak
3. 0.40-0.599 Medium
4. 0.60-0.799 Strong
5. 0.80-0.99 Very strong
3. RESULTS AND DISCUSSION
3.1. Results
Self-concept data (X1) was obtained from questionnaire. A description of the self-assessment data
can be found in the Table 2. The research hypothesis of this study is, there is a relationship between student
self-esteem and mathematical performance. The results of the correlation analysis using the SPSS application
are shown in the Table 3.
Tabel 2. Self-concept research data description
Mean Median Modus Std. Deviasion Score max Score min
67 67 63 7.48 83 44
Table 3. Correlation analysis results
Variable Sig. (2-tailed) Pearson correlation
Self_concept and achievement_learn_mathematics 0.000 0.489**
From the outcomes of the correlation evaluation above, the correlation coefficient among self-idea
and arithmetic gaining knowledge of success is 0.489. Its method that the connection among self-idea (X1)
and arithmetic gaining knowledge of success (Y) has a slight correlation to electricity criteria. This is because
the cost of 0.488 is withinside the correlation coefficient c programming language of 0.40-0.599 with slight
correlation criteria. The cost of the correlation coefficient is superb, so the correlation or courting among self-
idea and arithmetic gaining knowledge of success is unidirectional. Thus, it may be stated that there may be a
superb courting among self-idea (X1) and arithmetic gaining knowledge of success (Y), this means that the
higher your self-idea, the higher your arithmetic knowledge of success.
The outcomes of studies on the connection among self-idea and arithmetic gaining knowledge of
success confirmed a superb and massive courting. It may be visible from the correlation coefficient cost of
0.488 with a massive degree of 0.000<0.050. This is in keeping with the studies performed with the aid of
with the outcomes of the calculation of the correlation coefficient of 0.116 with p<0.05 and comparable
studies outcomes have been additionally received with the aid of with a correlation coefficient cost of 0.489
with p<0.05. In different words, from the outcomes of the studies that have been done, it may be concluded
that the extent of gaining knowledge of success in arithmetic is associated with the extent of self-idea of
college students.
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3.2. Discussion
Self-concept is a person’s description, assessment, and expectancies concerning his or her first-class
withinside the shape of skills and shortcomings each in phrases of physical, mental, and social. In gaining
knowledge of arithmetic, college students with excessive self-standards or who tend to be superb could have
excessive self-assurance of their capacity to clear up mathematical problems, even as college students with
low self-standards or who tend to be terrible will appear greater pessimistic approximately their capacity to
clear up mathematical problems. That could purpose college students to be lazy to observe the manner of
gaining knowledge of arithmetic. Self-concept is a prerequisite for positively respecting and respecting
others. It is known that people with high self-esteem actively recognize and respect others [30]. Self-concept
is a construct about one’s perceptions of self [31]. Self-idea is an inner thing that impacts arithmetic gaining
knowledge of success, due to the fact those elements come from inside college students. Students with self-
standards that tend to be superb could have higher achievements than college students with self-standards
that tend to be terrible. The condition of distance learning due to the COVID-19 pandemic provides an
extraordinary challenge to build students’ self-concepts. Abstract mathematical characteristics become the
next challenge in conveying concepts correctly. The teacher loses the opportunity to interact significantly
with students' self-concepts that have been good or not.
Mathematics is the queen of science because the development of other sciences, especially in the
field of natural sciences, is based on the development of mathematical concepts [32]. Mathematics is the
main way to understand and develop logic [33], [34] which is a way of solving everyday problems. People
often assume that children who cannot do math are considered and labeled as stupid children. This given
nickname will enter and permeate the child and will affect the child’s personality development. As a result,
children are afraid to ask questions, express opinions, try to be creative and innovative, and the self-concept
that is formed will be negative. Though questions can make students think critically. If we want our students
to become critical thinkers we have to provide time for them to think about what it is we are teaching and
then give them more time to formulate their questions [35]. If the self-concept that is formed is negative, the
behavior that appears will tend to be negative and productivity will decrease. Onder et al. [36] describe fear
as an emotion caused by something in reality.
Learning mathematics requires three kinds of abilities, namely procedural, conceptual, and
utilization abilities [37], [38]. Procedural ability through a series of action sequences. A very basic skill that
students must have when learning math is the ability to understand concepts [39]. Conceptual ability includes
understanding the principles that underlie these sequences of actions. Utilization is knowing the right
circumstances to take action. So, the three abilities include knowledge of how to solve a problem, why it is
solved that way, and when that problem-solving method should be used.
Procedural, conceptual, and utilization skills are not a simple process because they involve the
ability to use symbols, abstractions, hypotheses, and analysis. This has an impact; a child is not easily skilled
and mastered mathematics. To gain knowledge and develop skills a child must practice a lot to improve
abstract thinking skills. In practice, children often experience failures and mistakes, so they will be
increasingly frustrated, consider themselves incapable, and will tend to avoid math lessons.
The creation of a healthy atmosphere provides positive reinforcement for the development of a
healthy child’s self-concept [40]. People with positive self-concept know themselves very well. Unlike a self-
concept that is too rigid or too loose, a positive self-concept is stable and variable. This concept contains
various ‘personality boxes’ so that people can store information about themselves, both positive and negative
information. So, with a positive self-concept, a person can understand and accept several very varied facts
about himself.
According to Murdiyatmoko and Handayani [40] the formation and strengthening of a positive self-
concept towards self-efficacy in mathematics can be done by: i) Provide a challenge that is to provide a
problem that is quite difficult but can certainly be done by students; ii) Encourage children to continuously
try to solve math problems without being haunted by feelings of anxiety for making mistakes; iii) Respect
and trust students and avoid responses that are destructive to self-esteem and laugh, make fun of, and
criticize; iv) Provide warmth to students in the form of understanding, understanding, friendly attitude, high
tolerance for students, and acceptance. Teacher warmth is closely related to achievement, vocabulary, and
arithmetic; v) Provide lessons according to the level of cognitive development of children; and vi) Avoid
various forms of punishment, both physical and verbal.
The development of a positive self-concept is pursued through encouraging students to make
choices and managing their learning process, maintaining a warm and interpersonal learning environment,
encouraging students to work hard, showing students their emotions and feelings, developing positive
feelings for students with providing a pleasant learning experience, students are given experiences that
develop positive habits and attitudes, teachers are sensitive to the needs of students and teachers themselves
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can provide examples of positive attitudes [41], are sensitive to the feelings of others, are tolerant,
trustworthy, and punctual.
4. CONCLUSION
The process of forming a self-concept takes a long time. Self-concept is formed through a learning
process that takes place from an early age. The creation of a positive atmosphere is more effective in
increasing the desired behavior and reducing the undesirable behavior. In other words, the creation of a
positive atmosphere is considered as reinforcement to improve self-concept so that it is expected to improve
learning achievement. There are two distinct categories of self-concept (a positive self-concept and a
negative self-concept). Within each of these categories, there are three levels of self-esteem, they are high,
medium, and poor. Higher self-concepts are also called more positive self-concepts, moderate self-concepts
are also called positive self-concepts, and lower self-concepts are also called negative self-concepts.
Therefore, when students have a positive self-concept, it will affect learning achievement positively as well.
So, it is important for students to have a self-concept in learning mathematics. However, in research on
student achievement, it can be seen from the results of previous report cards. So that researchers can take
directly the value of mathematics to measure mathematics learning achievement.
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BIOGRAPHIES OF AUTHORS
Nia Kania is a lecturer in Mathematics Education at Majalengka University. She
has researched extensively and has published extensively in the field of mathematics
education. She has held an administrative position as head of the study program for two terms
between 2014-2022. She is currently pursuing a doctoral education at the Indonesian
Education University. She can be contacted at email: niakania@unma.ac.id.
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Dadang Juandi is lecturer in the Department of Mathematics Education, Faculty
of Teacher Training and Education, Universitas Pendidikan Indonesia. He currently serves as
the head of the department. He has published many statistics related to education. He can be
contacted at email: dadang.juandi@upi.edu.