Efikasi Diri Mahasiswa Pada Perkuliahan Matematika Diskrit

Authors

  • Anisatul Farida Universitas Duta Bangsa
  • Ratna Puspita Indah Universitas Duta Bangsa

DOI:

https://doi.org/10.31316/jderivat.v10i3.4744

Abstract

The purpose of this qualitative research is to describe in detail the profile of students' self-efficacy in dealing with discrete mathematics courses. The subjects of this study were 21 students of class TI21A4 Informatics Engineering Study Program, Duta Bangsa University, Surakarta, who were taking a Discrete Mathematics course. The information gathering tool consisted of a self-efficacy questionnaire and a guide for interview sessions. Participants filled out a questionnaire related to self-efficacy. The output of the self-efficacy questionnaire showed that 5% of students showed a very high level of self-efficacy, 39% had a high level of self-efficacy, 33% had a moderate level of self-efficacy, and 23% experienced a low level of self-efficacy. After that, 6 students were selected to be research subjects, consisting of 2 students each with high, medium, and low self-efficacy levels. Students with high and medium self-efficacy in solving Discrete Mathematics questions do not give up easily, while students with low self-efficacy give up easily when solving these problems. Students with high and moderate self-efficacy have been able to learn independently, while students with low self-efficacy have not been able to learn difficult Discrete Mathematics material independently and need guidance from the lecturer. Even so, students with high, medium, and low self-efficacy were able to complete assignments and submit assignments on time. Students with low self-efficacy, their learning efforts are less than optimal for various reasons so that they have not been able to achieve the targeted learning achievements. While students with high and moderate self-efficacy are already optimal with regard to their learning efforts

 Keywords: self-efficacy; student; discrete mathematics

References

Alfaiz, A., Zulfikar, Z., & Yulia, D. (2017). Efikasi diri sebagai faktor prediksi kesiapan mahasiswa dalam mengerjakan tugas kuliah. Ilmu Pendidikan: Jurnal Kajian Teori Dan Praktik Kependidikan, 2(2), 119–124.

Almira Amir, S. T., & Nasution, M. (2022). Perangkat Penilaian Kognitif dan Afektif Berbasis Kurikulum KKNI untuk Mata Kuliah Matematika Diskrit. Merdeka Kreasi Group.

Ananda, E. R., & Wandini, R. R. (2022). Analisis kemampuan literasi matematika siswa ditinjau dari self efficacy siswa. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(5).

Cahyani, L. (2019). ANALISIS KESULITAN BELAJAR MATEMATIKA DISKRIT PADA MAHASISWA MANAJEMEN INFORMATIKA AMIK BINA SRIWJAYA PALEMBANG. PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA UNIVERSITAS PGRI PALEMBANG, 12(01).

Chemers, M. M., Hu, L., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55.

Cheng, Y.-H., Tsai, C.-C., & Liang, J.-C. (2019). Academic hardiness and academic self-efficacy in graduate studies. Higher Education Research & Development, 38(5), 907–921.

Farida, A., & Indah, R. P. (2021). Analisis Kesulitan Belajar Aljabar Linear Mahasiswa dalam Pembelajaran Daring. Jurnal Analisa, 7(2), 124–134.

Farida, A., & Suprihatiningsih, S. (2022). Efektivitas Model Pembelajaran Project Based Learning pada Mata Kuliah Metode Numerik. Jurnal Litbang Provinsi Jawa Tengah, 20(1), 1–7.

Hartati, I., Suciati, I., & Wahyuni, D. S. (2021). Pengaruh Efikasi Diri Terhadap Hasil Belajar Matematika Meta Analisis. Guru Tua: Jurnal Pendidikan Dan Pembelajaran, 4(2), 49–56.

Indah, R. P., & Farida, A. (2021). Pengaruh Kemandirian Belajar Siswa Terhadap Hasil Belajar Matematika. Jurnal Derivat: Jurnal Matematika Dan Pendidikan Matematika, 8(1), 41–47.

Karmila, N., & Raudhoh, S. (2021). Pengaruh Efikasi Diri Terhadap Kemandirian Belajar Siswa. Pedagonal: Jurnal Ilmiah Pendidikan, 5(1), 36–39.

Kusumaningrum, D. S., & Lestari, S. A. P. (2019). Analisis Kesulitan Belajar Matematika Diskrit Mahasiswa Teknik Informatika. Prisma, 8(2), 96–110.

Lane, J., Lane, A., & Cockerton, T. (2003). Prediction of postgraduate performance from self-efficacy, class of degree and cognitive ability test scores. Journal of Hospitality, Leisure, Sport and Tourism Education, 2(1), 113–118.

Nasution, A. M. N., Yulina, E., & Fauzan, K. (2021). Academic Self Efficacy Mahasiswa dalam Menghadapi Pembelajaran Daring selama Pandemi Covid 19. JURNAL SOCIAL LIBRARY, 1(3), 84–89.

Pietsch, J., Walker, R., & Chapman, E. (2003). The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school. Journal of Educational Psychology, 95(3), 589.

Pranatawijaya, V. H., Widiatry, W., Priskila, R., & Putra, P. B. A. A. (2019). Penerapan skala Likert dan skala dikotomi pada kuesioner online. Jurnal Sains Dan Informatika, 5(2), 128–137.

Purnomo, M. E. R., Sari, C. K., Rejeki, S., & Machromah, I. U. (2018). Efikasi diri mahasiswa pada perkuliahan kalkulus integral. Jurnal Riset Pendidikan Matematika, 5(2), 181–189.

Rustika, I. M. (2012). Efikasi diri: tinjauan teori Albert Bandura. Buletin Psikologi, 20(1–2), 18–25.

Seto, S. B., Suryani, L., & Bantas, M. G. D. (2020). Analisis Efikasi diri dan hasil belajar berbasis e-learning pada mahasiswa program studi pendidikan matematika. Prima Magistra: Jurnal Ilmiah Kependidikan, 1(2), 147–152.

Utami, S. D. (2015). Hubungan antara efikasi diri dengan stres akademik pada siswa kelas xi di man 3 yogyakarta. Jurnal Riset Mahasiswa Bimbingan Dan Konseling, 4(6).

Zagoto, S. F. L. (2019). Efikasi diri dalam proses pembelajaran. Jurnal Review Pendidikan Dan Pengajaran (JRPP), 2(2), 386–391.

Downloads

Published

2023-12-25

Issue

Vol. 10 No. 3 (2023): Jurnal Derivat (Desember 2023)

Section

Articles

License

Copyright (c) 2023 Ratna Puspita Indah, Anisatul Farida

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).