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All Journal Jurnal Paedagogy Riemann : Research of Mathematics and Mathematics Education
Yan Ayu Lintang Sagita
Universitas Mulawarman
Education Languange, Linguistic, Communication & Media Mathematics Other

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Analysis of Junior High School Students’ Mathematical Representation Ability Based on Self-Efficacy in Relations and Functions Yan Ayu Lintang Sagita; Petrus Fendiyanto
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.19416

Abstract

This study aims to analyze students’ mathematical representation abilities in relation to their levels of self-efficacy in learning the topic of relations and functions. Employing a descriptive qualitative approach, this study involved 23 eighth-grade students from a public junior high school in East Kalimantan, Indonesia. Based on the results of a self-efficacy questionnaire, students were classified into three groups: high, moderate, and low self-efficacy. Six students were then purposively selected for further in-depth analysis using a mathematical representation ability test and semi-structured interviews. Data were analyzed through the processes of data condensation, data display, and conclusion drawing, with source triangulation applied to ensure the credibility of the findings. The results showed that students with high self-efficacy demonstrated a very high level of mathematical representation ability (87.5%) and consistently employed visual, symbolic, and verbal representations. Students with moderate self-efficacy achieved a moderate level of mathematical representation ability (58.33%), indicating sufficient conceptual understanding but inconsistencies in procedural application. Meanwhile, students with low self-efficacy exhibited a low level of mathematical representation ability (20.83%), characterized by limited confidence and difficulties in expressing mathematical ideas effectively. These findings suggest that teachers should design learning experiences that simultaneously enhance students’ self-efficacy and encourage the use of various mathematical representations, including visual, symbolic, and verbal forms. Furthermore, curriculum developers should develop instructional activities and assessment frameworks that integrate multiple representation modes while fostering students’ confidence in communicating mathematical ideas. Such efforts may contribute to deeper mathematical understanding and improved problem-solving skills.
High School Students’ Mathematical Literacy Profiles Based on Quitter Type of Adversity Quotient Petrus Fendiyanto; Nella Mauletania; Yan Ayu Lintang Sagita; Arinda Cyntiani
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 2 (2026): EDISI AGUSTUS
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i2.218

Abstract

Mathematical literacy is a crucial competence for addressing the challenges of the 21st century, as it enables individuals to formulate, employ, and interpret mathematics in various real-life contexts. However, results from the Program for International Student Assessment (PISA) indicate that Indonesian students’ mathematical literacy remains relatively low. In addition to cognitive factors, non-cognitive factors, such as Adversity Quotient, are considered to influence students’ ability to solve mathematical problems. This study aimed to describe the mathematical literacy profile of high school students with the quitter type of Adversity Quotient. This research employed a qualitative descriptive approach involving two eleventh-grade students with the quitter type who were selected through purposive sampling based on the results of the Adversity Quotient questionnaire. Data were collected using an Adversity Quotient questionnaire, a PISA-based mathematical literacy test covering the processes of formulate, employ, and interpret, and semi-structured interviews. The data were analyzed through data reduction, data display, and conclusion drawing. The results indicate that students with the quitter type demonstrate low mathematical literacy. The greatest weakness was observed in the interpret process, followed by the formulate process, whereas the employ process was relatively better, although still limited. The students experienced difficulties in identifying relevant information, applying appropriate mathematical concepts to develop problem-solving strategies, and interpreting and evaluating solutions within the problem context. The findings indicate that students with the quitter type exhibit weaknesses across all mathematical literacy processes, with the most prominent difficulty occurring in interpreting solutions to contextual mathematical problems.
Co-Authors Arinda Cyntiani Nella Mauletania Petrus Fendiyanto