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Journal : Jurnal Infinity

Exploring junior high school students' geometry self-efficacy in solving 3D geometry problems through 5E instructional model intervention: A grounded theory study Sudirman Sudirman; Javier García-García; Camilo Andrés Rodríguez-Nieto; Aloisius Loka Son
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p215-232

Abstract

Geometry self-efficacy is an essential affective aspect that will influence students in solving mathematics problems, especially geometry material. Therefore, teachers must be able to develop learning instructions that not only affect students' mathematical abilities but also strengthen students' affective aspects. This research explores students' geometry self-efficacy when learning to solve three-dimensional geometry problems through the 5E Instructional Model intervention. A grounded theory design was used to reveal the aims of this research. Participants in this research were one mathematics teacher and 22 students (12 girls and 10 boys) in class VIII at a state Junior High School in Indramayu Regency, Indonesia. The research involved the qualitative analysis of gathered data obtained through observation, questionnaires, interviews, and documentation, employing grounded theory analysis techniques, including open coding, axial coding, and selective coding. The findings revealed that students with high self-efficacy in geometry display confidence in describing and calculating the surface area and volume of three-dimensional geometric objects. Those with moderate self-efficacy in geometry are self-assured in addressing straightforward assignments but may need more confidence in tackling more complex tasks. Conversely, students with low self-efficacy in geometry tend to need more confidence and are prone to giving up easily. Therefore, this research emphasizes that the geometry self-efficacy level can influence how students act and complete 3D geometry tasks given by teachers in learning, especially 3D geometry learning.
Co-Authors Aan Juhana Senjaya admin pythagoras, admin Afeanpah, Regina Auw, Ester M.N. Elly Bau, Neta Deliana Bete, Hendrika Bimolo, Anna Sako Camilo Andrés Rodríguez-Nieto Cecilia Novianti Salsinha Darhim Darhim Delvion, Eduardus B.S. Destiana Mali , Maria Dircio-Vargas, Axel Dominikus Nitsae Efonius Piter Liwu Elisabeth Olo Eva Binsasi falentinus evandri abi Fatimah, Siti Faustinus Luan Fiki Alghadari Frederikus Seran Funan, Fedelia García-García, Javier Garcia-Gracia, Javier Gunadi, Farid I Ketut Sumantra I Ketut Widnyana Isnawan, Muhamad Galang Javier García-García Klau, Kondradus Yohanes Kondradus Yohanes Klau Kresensia Usolin Laja, Yosepha Patricia W. Lily Aulin Assya Lopo, Angelina Mada, Grandianus Seda Maifa, Talisadika Serrisanti Manekat, Septianingsi Maria Delviana Mali Maria Rosalinda Talan Mau, Maria Sensiana Misa, Yeni mone, ferdinandus Morales-Benitez, Leineri Naiheli, Maria Dolorosa Nailake, Maria Densiana Nampung, Nasrianus Nik, Nikolas Nugraha K. F. Dethan Nur Ahzan, Zulkaidah Nurwijayanti Oktovianus Mamoh Patricia Wua Laja, Yosepha PUTU SEKARWANGI SARASWATI Rizkiah Nurul Fitriani Rodríguez-Nieto, Camilo Andrés Ronaldus Ariyanto Jelahu Rosyadi Rosyadi Rosyadi Runisah, Runisah Salgado-Beltrán, Gerardo Selestina Nahak Siahaan, Meiva Marthaulina Lestari Simarmata, Justin Eduardo Sri Adi Widodo Sudirman Sudirman Sudirman Tae, Ana Paula Tas’au, Maria Fransiska Trivonia Bau, Anastasia Wua Laja, Yosepha Patricia Yakoba Yusina Muanley Yakobus Pffeferius Edvend Saba Agu Yohanes Jefrianus Kehi Yunita, Ika Zofar Agluis Banunaek