Mathematical Problem-Solving Ability as Perceived from the Self-Efficacy of Mathematics Education Students Hamdan Sugilar 1,2*, Wahyudin1, Iyon Maryono2, Yayu Nurhayati Rahayu2
1Mathematics Education Study Program, Indonesia University of Education
Jl. Dr. Setiabudhi No. 229, Bandung, West Java, Indonesia
2Mathematics Education Study Program, UIN Sunan Gunung Djati Bandung
Jl. Soekarno Hatta, Gedebage District, Bandung City
Abstract
Mathematics self-efficacy refers to students^ confidence in performing mathematical tasks and willingness to study mathematics seriously. This study aims to determine problem-solving ability in solving real function differential theory problems from the perspective of self-efficacy. The method used is a qualitative descriptive method with a phenomenological approach. The subjects of this study were 41 sixth-semester mathematics education students in the 2024/2025 academic year studying differential theory of real functions at a state university in Bandung. The instruments used were a self-efficacy questionnaire and problem-solving questions. The results showed that five students with high self-efficacy achieved an average problem-solving ability score of 66.80 with a standard deviation of 15.41. Thirty-one students with moderate self-efficacy achieved an average problem-solving ability score of 58.45 with a standard deviation of 10.80. Five students with low self-efficacy achieved an average problem-solving ability score of 56.80 with a standard deviation of 6.09. Based on these data, students need appropriate learning strategies to improve their problem-solving abilities and self-efficacy.
Keywords: mathematical problem-solving ability, self-efficacy, differential theory of real functions
