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All Journal Jurnal Elemen Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Al-Jabar : Jurnal Pendidikan Matematika MODELING: Jurnal Program Studi PGMI EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Pedagogi dan Pembelajaran Jurnal Jendela Pendidikan Kognitif: Jurnal Riset HOTS Pendidikan Matematika IndoMath: Indonesia Mathematics Education Jurnal KALANDRA
Suci Nurhayati
Mathematics Education, Universitas Terbuka, Jakarta, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Shaping self-efficacy in online mathematics: A comparative study by gender and semester level Nurhayati, Suci; Noviyanti, Mery; Mohamad, Liana
Jurnal Elemen Vol 11 No 3 (2025): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v11i3.29689

Abstract

Self-efficacy plays an important role in online mathematics learning, especially because the process demands a high level of independence and self-regulation. However, few studies have explored how sources of self-efficacy may differ based on gender and academic stage in the context of distance education. This study aimed to examine whether there are significant differences across five sources of self-efficacy–mastery experience, vicarious experience, social persuasion, physiological state, and belief–based on students’ gender and academic semester. A total of 104 students from the Mathematics Education program at Universitas Terbuka participated in this study. As the data did not meet the normality assumptions, the Mann–Whitney U and Kruskal–Wallis tests were used. The results showed no significant differences between male and female students across any of the self-efficacy dimensions. However, the academic semester revealed significant differences in two dimensions: social persuasion and belief, with middle-semester students scoring the highest. This implies that self-efficacy support strategies should be tailored to students' academic stages. Those in early semesters may benefit more from peer modelling and encouragement, while those nearing graduation may need more support to manage academic stress. Future studies should involve more diverse samples to validate these results.
Co-Authors Asria, Vingky Zulfa Danang Budi Setyawan Dola Suciana Gusti, Valeria Yekti Kwasaning Jaya, Fitra Mery Noviyanti Mohamad, Liana Mohamad, Liana Binti Muhammad Sulaiman Mutiara Magta Osman, Zahir Risnawati, Erna Siti Aisyah Siti Aisyah Sugilar Sugilar, Sugilar Thesa Kandaga Ucu Rahayu Wahyu Wijayanti, Sukma Widiasih Yulia Ningsih Yunianika, Ika Tri Yurina Nabila, Rima Zakirman