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All Journal Jurnal Elemen Al-Jabar : Jurnal Pendidikan Matematika
Mohamad, Liana
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Education Mathematics Other

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Development of the sources of mathematics online learning self-efficacy scale (SMOLSES) for SDGs quality education Nurhayati, Suci; Kandaga, Thesa; Gusti, Valeria Yekti Kwasaning; Mohamad, Liana
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 1 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i1.26653

Abstract

Background: The expansion of online learning in open and distance education poses new challenges in understanding students’ self-efficacy, particularly in mathematics, a subject that demands both cognitive engagement and emotional resilience. Existing instruments have not adequately captured the distinct sources of self-efficacy relevant to this setting, necessitating the development of a context-specific measurement scale Aim: This study aims to develop and validate the SMOLSES, an instrument designed to assess the sources of self-efficacy, mastery experience, vicarious experience, social persuasion, and physiological state in the context of online mathematics learning for distance education students. Method: The scale was developed using a questionnaire administered to 105 Mathematics Education students at Universitas Terbuka. Partial Least Squares analysis was used to evaluate the measurement and structural models. The results supported the reliability and validity of the scale, confirming 28 valid items across five constructs. Structural model analysis revealed that physiological state and social persuasion significantly predicted students' belief in their self-efficacy, while vicarious experience showed the strongest correlation with academic performance. Result: SMOLSES provides a reliable tool for diagnosing students’ readiness and guiding instructional design in online mathematics learning. The findings emphasize the importance of social and emotional factors in shaping self-efficacy and learning engagement, particularly in asynchronous environments where peer modeling and support mechanisms are critical. Conclusion: By addressing a critical measurement gap, this study contributes to advancing quality and inclusive education (SDG 4). SMOLSES can inform data driven interventions that enhance student engagement and achievement in open and distance learning settings.
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 Gusti, Valeria Yekti Kwasaning Mery Noviyanti Suci Nurhayati Thesa Kandaga