Analysis of Students Mathematical Representation Skills in Relation to Self-Efficacy

Abstract

Mathematical representation skills and self-efficacy are two important components that interact with one another in determining success in mathematics learning. This study aims to analyze differences in students mathematical representation skills in relation to their levels of self-efficacy, as well as to describe the characteristics of achievement in mathematical representation indicators at each level. The research method used was a mixed-methods approach with an explanatory sequential design. The sample consisted of 29 eighth-grade students from Class VIII I at SMP Negeri 2 Semarang. Data were collected using a self-efficacy questionnaire and a written test of mathematical representation skills, then analyzed using a One-Way ANOVA test and an analysis of students answer sheets. The results of the quantitative analysis indicate significant differences in mathematical representation ability among students with high, medium, and low self-efficacy. Tukey’s HSD post hoc test confirms that all pairwise comparisons between groups are statistically significant. Furthermore, the qualitative analysis reveals more complex dynamics through 7 combinations of self-efficacy categories with mathematical representation ability. The relationship between the two variables is not always directly proportional; it was found that students with high self-efficacy had high and medium levels of representational ability, students with medium self-efficacy had high,  medium, and low levels of representational ability, and students with low self-efficacy had medium and low levels of representational ability.