Effect Size in Comparing Mathematics Teacher Professionalism by Partial Least Square Asti Meiza (a*), Nani Nuranisah Djamal (a), Yonathan Natanael (a) Fithria Siti Hanifah (a)
Department of Psychology, UIN Sunan Gunung Djati, Bandung, Indonesia
Abstract
Science education is the teaching and learning of science for students. The standards for science education provide expectations for the development of understanding for students. The subjects included in the standards are the basic science including mathematics. Teaching Mathematics to students in the social field is not an easy matter. This activity contains challenges because students in the social field generally shy away from mathematics. This study aims to determine the effect size by comparing the competency assessments of mathematics lecturers who are members of the statistics teaching team at Psychology department with Partial Least Square. Subjects are 149 students who took statistics courses. The variables analyzed were professionalism as the independent variable and social competence, pedagogy and personality as the dependent variable. The results showed that on the first lecturer the variables that had a significant effect on his professionalism were not significant or large because none had f^2>0,15. For the second and the third lecturer, the pedagogy variable have a large enough influence on his professionalism.
Keywords: social competence- personality- pedagogy- professionalism- partial least square.
