Direct and Indirect Effects of Self Confidence, Self Regulation Learning, Formative Evaluation on Understanding Geometry Concepts for Bengkulu City Junior High School Students Zamzaili* and B Swita**
*FKIP Universitas Bengkulu
**FMIPA Universitas Bengkulu
Abstract
The purpose of this study is to explain the direct and indirect effect of self-confidence, self-regulation learning, formative evaluation on understanding the concept of geometry. The sampling technique used is simple random sampling with a sample of 96 students. The research instrument is a test of the ability to understand geometric concepts, formative tests, self-confidence and self-regulation learning questionnaires. The instrument validation was analyzed using the aiken and hoyt formulas. The data analysis technique uses path analysis. The results obtained (1) there is a significant direct or indirect effect of self confidence on understanding the concept with the path coefficient. 0.196 and 0.229. (2) there is a significant direct or indirect effect of self-regulation learning on concept understanding with path coefficients. 0.335 and 0.074. (3) there is a significant direct effect of formative evaluation on concept understanding with a path coefficient of 0.219. It is concluded that self-confidence can improve students^ conceptual understanding by considering independent learning and formative assessment results.
