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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Union: Jurnal Ilmiah Pendidikan Matematika
Mulin Nu'man
Universitas Islam Negeri Sunan Kalijaga Yogyakarta
Decision Sciences, Operations Research & Management Education Mathematics

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The academic self-efficacy scale in mathematics using Confirmatory Factor Analysis (CFA) Mulin Nu'man; Dwi Amalia Putri; Fina Durrotun Nafisah
Jurnal Penelitian dan Evaluasi Pendidikan Vol. 29 No. 2 (2025)
Publisher : Graduate School, Universitas Negeri Yogyakarta in cooperation with Himpunan Evaluasi Pendidikan Indonesia (HEPI) Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v29i2.87347

Abstract

The development of an academic self-efficacy instrument is considered necessary for one's ability to manage and complete a series of actions required to accomplish a task. This study aims to develop and test the validity and reliability of the self-efficacy instrument, specifically the Academic Self-Efficacy Questionnaire, comprising 15 items across three dimensions, each with five indicators. The research method in this study involved developing an instrument in six stages. Participation in this study consisted of 203 junior high school and Madrasah Tsanawiyah (MTs) students. Participation was spread across 51 students (25.1%) in Grade VII, 100 students (49.3%) in Grade VIII, and 52 students (25.6%) in Grade IX.  Based on the analysis results, it was found that the 15 items developed were fit because they met eight model fit criteria, including Chi-square = 90.45 < 2df (df = 79),  p-value = 0.17802 ( ≥ 0.05), RMSEA= 0.027  (≤ 0.05), NFI = 0.99 (≥ 0.9), CFI = 1 (≥ 0.9), IFI = 1 (≥ 0.9), GFI = 0.94 (≥ 0.9), AGFI = 0.91 (≥ 0.9), PGFI = 0.62 (≥ 0.6), NNFI = 1.00 (≥ 0.9). Thus, the questionnaire developed is in accordance with the planned dimensions, which reflect the variable of self-efficacy in a valid, reliable, and significant manner, supported by behavioural indicators for each dimension. Therefore, this instrument can be used for further measurement.
English: English Haya Fathin Nabila; Mulin Nu'man
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i1.18757

Abstract

This study examines the relationship between religious attitudes and students' mathematics learning outcomes at Madrasah Aliyah Negeri. This correlational approach research used a sample of 54 students. Data on religious attitudes were obtained through a questionnaire based on five aspects of religiosity, while mathematics learning outcomes were obtained through midterm summative scores. The Spearman Rank correlation test was used to analyze the data and showed that religious attitude had an insignificant relationship with mathematics learning outcomes. Overall religious attitude has a correlation coefficient of -0,235. Religious attitudes have an important role in shaping students' characters, such as discipline and responsibility, although they are not significantly related to mathematics learning outcomes. This finding provides an important insight that the relationship between religiosity and math learning outcomes is not direct and may be influenced by other factors such as time management or learning motivation. In addition, this study explains the integration of Islamic values in mathematics learning, for example through linking mathematical concepts with verses from the Qur'an. The results of this study contribute to the understanding of how religious values can be integrated into mathematics education, providing a foundation for further research on alternative factors that may mediate the relationship between religiosity and academic achievement.
Co-Authors Dwi Amalia Putri Fina Durrotun Nafisah Haya Fathin Nabila