Malikussaleh Journal of Mathematics Learning (MJML) RESEARCH ARTICLE

Vol 1, No 1, May 2018, pp. 26-30

ISSN 2620-6315 (print), 2620-6323 (online) DOI: https://doi.org/10.29103/mjml.v1i1.679

Improving students’ mathematics self-efficacy through problem based

learning
Lisda Fitriana Masitoha*, and Harina Fitriyanib
a
Department of Informatics Engineering, Universitas Pamulang, Tangerang Selatan, Indonesia, 15417
b
Department of Mathematics Education, Universitas Ahmad Dahlan, Yogyakarta, Indonesia, 55164
*Corresponding author: lisda.masitoh@gmail.com

ARTICLE HISTORY ABSTRACT

Received April 13, 2018 One of the important affective factors for students in mathematics learning is self-efficacy. The
Revised May 16, 2018 students should have high mathematics self-efficacy. So, it can support the success of learning
Accepted June 5, 2018 process. The facts that indicated the low of students’ mathematics self-efficacy, encouraging the
efforts to improve self-efficacy through the improvement of the learning process. One of them is
KEYWORDS by applying the problem based learning approach. This research was a classroom action
Action research research by applying problem based learning approach to improve students’ mathematics
Mathematics self-efficacy. The classroom action research was done in two cycles. Each cycle consists of
Problem based learning planning, action, observation, and reflection. The findings of this research revealed that the
Self-efficacy problem based learning approach could improve student’s mathematics self-efficacy. At the end
of the first cycle, the students’ mathematics self-efficacy was still in the medium category and
increased at the end of the second cycle, which students’ mathematics self-efficacy has been in
high category.
This is an open access article under the CC–BY-SA license.

1. INTRODUCTION mathematics self-efficacy will encourage the achievement of

good learning outcomes, and when students have good learning
One of the affective factors that determine the students’ outcomes, they will be more motivated in the learning process.
achievement in the learning process is self-efficacy. Bandura is
Higher self-efficacy expectations can lead to better results and
the first person to reveal about self-efficacy. Bandura believes therefore increase the motivation for learning mathematics
that self-efficacy is an important factor in the learning process. (Zimmermann, et al, 2011).
Self-efficacy is judgement of a person to his capabilities to
Based on the description above, it can be concluded that
plan and implement the action to reach certain goals (Mukhid, mathematics self-efficacy is a belief or self-assessment of the
2009). In an academic context, self-efficacy reflects how student's ability in overcoming certain mathematical problems
confident students are in performing specific tasks (Perez & Ye,
and tasks related to mathematics in the three dimensions that
2013). Self-efficacy plays a role in academic motivation and are magnitude, strength and generality. The dimension of
learning motivation (especially students' ability to manage their magnitude refers to the students' self-confidence in their ability
learning activities), and resistance to learning (Zimmerman,
in overcoming the mathematical problems and tasks at different
2000). levels of difficulty. The dimension of strength refers to the
Self-efficacy has three dimensions that are magnitude, the resilience and persistence of students in overcoming various
level of task difficulty a person believes she can attain; strength,
mathematical problems and tasks. The dimension of generality
the conviction regarding magnitude as strong or weak; and refers to students' beliefs about their ability in accomplishing
generality, the degree to which the expectation is generalized certain mathematical activities as well as on a broader range of
across situations (Lunenburg, 2011). The magnitude dimension
activities and situations.
refers to the difficulty level of the task that a person believes he Students should have high self-efficacy, so it can support the
or she can accomplish. That is, the students' self-confidence success of mathematics learning process and it can improve the
toward their abilities in accomplishing various tasks at different
student achievement. This is caused mathematics self-efficacy
levels of difficulty. The strength dimension refers to the has a strong influence on mathematical achievement (Fast, et,
resilience and persistence of students in accomplishing various al, 2015). Students with higher math self-efficacy persist longer
tasks. Meanwhile, the generality dimension refers to students'
on difficult math problems and are more accurate in math
beliefs about their abilities in accomplishing certain tasks as computations than those lower in math self-efficacy (Fast, et, al,
well as on a broader range of activities and situations. 2015). Students with high self-efficacy are able to solve a
Self-efficacy in mathematics is described as an individual’s
problem than students with low self-efficacy. However, these
mathematics self-efficacy is his or her confidence about expectations have not been supported by the facts.
completing a variety of tasks, from understanding concepts to
solving problems, in mathematics (May, 2009). High

Available online at http://ojs.unimal.ac.id/index.php/mjml 26

Masitoh et al. Malikussaleh Journal of Mathematics Learning (MJML) Vol 1, No 1, May 2018, pp. 26-30

Based on the results of the interviews with mathematics problem (Torp & Sage, 2002).
teachers in SMP N 1 Yogyakarta, it is known that the the The investigation process is carried out either individually or
students self-efficacy was still relatively low. Students felt in group. The investigation engages the students actively in
unconfident of their ability to solve math problems. learning and enables for students to identify the problems;
Mathematics was still considered a difficult subject for students. understands the problems and solves the problems, until the
This was supported by the results of the students’ mathematics students gain new knowledge. The investigative process
self-efficacy questionnaire that engaged 35 students. requires students to think critically, creatively and monitor
their understanding (Sungur & Tekkaya, 2006). Unstructured
Table 1. The Initial Conditions of Students Self-Efficacy problem in PBL requires students to think creatively and
at Class VIII-B SMP N 1 Yogyakarta critically (Tan, 2003). Therefore, PBL sets students as the center
of learning activities and provides learning facilities for students
Number of to develop critical and creative thinking skills. In addition, PBL
Criteria of Self-Efficacy Percentage
Students is convinced to increase students' confidence in their
3 Very high 8.57% mathematical abilities (Fatade et al, 2013).
9 High 25.71% Problem based learning begins with the presentation of a
18 Medium 51.42% problem situation and the organization of students into learning
5 Low 14.28% groups. Student groups are then asked to design and excute
0 Very low 0% their investigations in pursuit of finding possible solutions.
Average 87,94 (Medium)
Students’ progress is monitored by the teacher and by student
themselves as the inquiries unfold. Finally, grups demonstrate
The table above showed that students' mathematics their learning and engage in reflection and debriefing (Arend &
self-efficacy were still needs to be improved. The effort to
Kilcher, 2010).
improve student self-efficacy can be done by improving the The use of PBL in learning mathematics is expected to
mathematics learning process. The learning process should be facilitate students to learn actively to construct their knowledge
organized interactively, fun, challenging and motivating the
related to math. Through PBL in mathematics learning,
students to actively participate in the learning process. students can develop their thinking skills, solving problems and
Therefore, a teacher must prepare the mathematics teaching understanding deeper of math concepts. On the other hand,
learning activities maximally including in choosing learning
PBL provides learning motivation for students and make
approach. One of the goals is to realize the teaching learning of students feel confident in their mathematical skills. One type of
mathematics that can increase the students' self-efficacy. questions that can be presented in a PBL is an opened ended
One of the alternative learning approaches that can be used
problem. The PBL learning syntax is student orientation on
to increase students’ self-efficacy is Problem Based Learning issues, organizing the students to learn, guiding the individual
(PBL). PBL is a learning approach that uses real-world problems or group investigation, developing and providing the works and
as a context for students to learn about problem-solving skills.
analyzing and evaluating the problem solving process.
As a student centered learning approach, PBL is able to provide Based on the result of interviewing mathematics teachers of
learning conditions that are motivating, challenging and fun for class VIII-B SMP N 1 Yogyakarta, it found that the learning
students (Norman and Schmidt, 2000).
process using PBL approach has been implemented. However,
Problem Based Learning (PBL) is an instructional method the teacher also stated that the implementation of PBL in class,
where relevant problems are introduced at the beginning of the especially in class VIII-B has not been maximized yet. This is
instruction cycle and uses to provide the context and motivation
caused by the cognitive ability or the students’ achievement in
for the learning that fallow (Prince, 2004). Motivational learning mathematics in class VIII-B was still relatively low and the
in PBL, it is created through the presented problems at the lowest among the other classes. In addition, students were also
beginning of the students’ learning process. The presented
passive and less enthusiastic in engaging the mathematics
problem in PBL is an unstructured problem. learning process. Therefore, the researcher was interested to
Learning by using PBL is a learning strategy that is designed conduct a research in improving mathematics self-efficacy
to improve learning by requiring students to learn the subject’s
through Problem Based Learning at Class VIII-B SMP N 1
material while solving the problem (Jonassen, 2011). The Yogyakarta. The PBL approach is a learning alternative that is
students’ activities in overcoming the problems in PBL will considered capable in optimizing and improving students’
make students in improving their problem solving skills. PBL
self-efficacy. In implementing of learning using PBL approach,
uses problems as a context for students to acquire the students will be able to learn from the real problems that
problem-solving skills and knowledge (Uden & Beaumont, occur in real life. Next, the students can do the investigation
2006). PBL is students centered, developing the active learning,
individually or in group to solve the problems so that the
motivating in learning and problem solving skills (Ali et all ,2010; students obtain new knowledge or in another word the students
Imoko & Ajai, 2015 ). construct their knowledge by themselves.
One of the activeness in the learning process through PBL is
Through mathematics learning using PBL approach,
shown through the learning process of students’ group. In PBL, students will be accustomed to solve matematics problems and
students work in small groups to attain the learning objectives be responsible for the results. When students are accustomed
(Botty & Shahrill, 2015). It works in small groups and deals with
in solving math problems by themselves, it is expected that
real life situations (Chakrabarty & Mohamed, 2013). Learning students' belief in their mathematical ability will increase. With
activities through PBL emphasizes the needs of students to the potential of the PBL, students' mathematics self-efficacy is
investigate the presented problems and construct knowledge
expected to increase.
based on their experience. Problem Based Learning (PBL) is
focused, experiential learning (minds-on, hand-on) organized
around the investigation and resolution of messy, real world

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Masitoh et al. Malikussaleh Journal of Mathematics Learning (MJML) Vol 1, No 1, May 2018, pp. 26-30

2. METHOD of class VIII-B SMP N 1 Yogkayarta. Meanwhile, the

documentation was done to strengthen the data obtained in the
The type of this research was Classroom Action Research.
observation.
Classroom action research conducted collaboratively between
researchers and mathematics teacher of class VIII-B SMP N 1
Yogyakarta. The subject of the study was the students of class 2.2 Technique of Data Analysis
VIII-B SMP N 1 Yogyakarta that consisting of 35 students. The data of the research were analyzed descriptively in each
The focus of Classroom Action Research was on alternative cycle. The analyzing data was used to determine the
actions through Problem Based Learning approach that is implementation of mathematics learning using PBL approach.
planned by researchers in cooperation with teacher in order to The analyzed data was obtained during the research. There
achieve the goal of the research. That was to improve the were data of self-efficacy questionnaire, data of achievement
learning process in the class and the students’ mathematics self test and data of observation of learning implementation in each
efficacy of class VIII-B SMP N 1 Yogyakarta. Furthermore, an cycle
action evaluation was conducted to find out whether the action The data of self-ffficacy questionnaire was analyzed by
can provide the improvements in the learning process and changing the mean score of each assessment to a qualitative
improve the students’ mathematics self efficacy or not. score based on the five-scale rating criterion (Azwar, 2010).
The design of this research used a classroom action Table 2. The Conversion of Self-Efficacy Score
research design developed by Kemmis and Taggart. According Score Interval Criteria
Kemmis and Taggart (1988), ”action reseach is cyclic process of X > Xi + 1,5 SBi Very high
planning, action, observation, and reflection”. The research Xi + 0,5 SBi < X ≤ Xi + 1,5 SBi High
design of Kemmis and Taggart models is illustrated through Xi - 0,5 SBi < X ≤ Xi + 0,5 SBi Medium
several cycles and each cycle consists of four stages. Xi - 1,5 SBi < X ≤ Xi - 0,5 SBi Low
X ≤ i – 1,5 SBi Very low
Where :
Xi = (1/5) × (ideal maximum score + ideal minimum score)
SBi = (1/6) x (ideal maximum score - ideal minimum score)

The data of learning achievement test were analyzed to

conclude the percentage of students who passed the test. The
students who passed the test if they got the minimum score, it
was 75 which is suitable with the minimum score in SMP N 1
Yogyakarta. The Indicators of the success of the classroom
action research are:
1. There was an increasing the average score of students’
self-efficacy at class VIII-B SMP N 1 Yogyakarta. It means
that the mean score in initial condition of students’
mathematics self-efficacy is 87.94 (medium category)
increased to be 90 (high category). The percentage of
students who have very high self-efficacy reached 15%, and
Fig 1. Design Action Research by Kemmis and Taggart high self-efficacy reached 50%.
The Kemmis and Taggart models are basically strands 2. There was an increasing percentage of students who
where one string consists of planning, action, observation, and achieved the completeness in the learning achievement test,
reflection. The number of cycles in a research depends on the it was 70% students who passed the test. The students who
problem solved. The more complex a problem the more cycles got the minimum score (75) in the learning achievement test,
will be implemented. The research was conducted in several she or he passed the test.
cycles, with the purpose to know the progress of the 3. The implementation of mathematics learning using
Problem-Based Learning Approach which obtained by the
improvement and to perform the stages of improvement well.
observation sheets reached 85%.
Each cycle has several stages: planning, action, observation
and reflection. 3. RESULTS AND DISCUSSION
This classroom action research was carried out in two cycles. At
2.1 Technique of Data Collection the beginning in each cycle, students did a pretest to know the
The collecting data of this research were questionnaires, tests, students' basic skills. The implementation of the teaching
observations, and interview. Questionnaire was used to learning process which using work sheets that has been
measure the students’ mathematics self-efficacy of class VIII-B prepared by researchers and given to each student. The
SMP N 1 Yogyakarta. Questionnaire was derived from five scales. students discussed in small group discussions of 2-4 students.
The test was used to measure mathematics learning However, work sheets was given for each student, so that all
achievement of students at class VIII-B SMP N 1 Yogyakarta. students have the same learning experience in doing the tasks
Observation was used to observe the implementation of the in work sheets. At the end of each cycle, the students were given
planned lesson. The observation was performed by an observer. a posttest that aimed to measure students’ achievement and
observed the achievement of research targets. The classroom
The interview was conducted by the researcher to the
action research which carried out using a problem-based
mathematics teacher of class VIII-B SMP N 1 Yogyakarta to
learning model, in each cycle included four stages. They were
know the initial condition or the characteristics of the students
planning, action, observation and reflection. Classroom action

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Masitoh et al. Malikussaleh Journal of Mathematics Learning (MJML) Vol 1, No 1, May 2018, pp. 26-30

research by applying Problem Based Learning (PBL) approach Students’ learning achievement was measured by test
in mathematics learning conducted at class VIIIB SMP N 1 instrument. In this research, there were four tests, namely
Yogyakarta has done agreeing with the plan and has reached pretest and postest in the first cycle; pretest and postest in the
the target that set at the beginning of the research. second cycle. The target of research related to the students’
The process of learning mathematics in the first cycle has mathematics learning achievement of classVIII-B SMP N 1
not run maximally yet because the students was still need Yogyakarta based on the completion percentage presented in
adaptation with the researchers and students were still not the following figure.
familiar with problem based learning. The conditioning of
students was still not maximal; some students sometimes were 100%
busy with the out of topics of the material and playing with their
gadgets. There were some students who still lack of focus in 80%
engaging the learning. However, they were still willing to accept
the advice or warning from the teacher and researchers. In the
60%
discussion, there were still students who were not active in the first cycle
group. It was also found the students who found difficulties in 1. Conclusion
40%
learning process, so they needed more guidance from the second cycle
teacher. In the presentation activity, students were still
20%
unconfident to express their ideas. In the initial meeting the
teacher referred directly, so that students want to convey the
results of the discussion. However, these conditions began to
0%
overcome and change when entering in the second cycle. students who pass the test
Overall, the implementation of mathematics learning
usingthe PBL approach has proceeded in accordance with the Fig 4. Percentage of Student Learning Completion
plan. Target of the research related to the implementation of the
From the obtained data revealed that classroom action
learning process has been achieved. The implementation of
research that conducted collaboratively between researchers
learning has reached more than 85%. and teacher of mathematics of class VIII-B SMP N 1 Yogyakarta
can improve students' mathematics self-efficacy.
101,00%
100,00%
99,00% 4. CONCLUSION
98,00% Based on the analysis results of the implementation of Problem
97,00% first meeting Based Learnng (PBL) approach in mathematics learning process,
96,00% the students’ mathematics self-efficacy questionnaire and the
95,00% second meeting students’ mathematics achievement test of class VIII-B SMP N 1
94,00% third Yogyakarta can be drawn the conclusions as follows:
93,00% 1. The implementation of Problem Based Learning (PBL)
92,00% approach in mathematics learning process has reached
First cycle Second more than 85%. The implementation in the first cycle
cycle reached 97.368%. Meanwhile, in the second cycle, it
reached 96.491%.
Fig 2. The Implementation of the Learning Process of 2. There were 60% of students who have passed in the
The First Cycle and The Second Cycle achievement test with the mean score 68.46 at the end of
first cycle. This result increased in second cycle, there were
The main research target that was self-efficacy has also 77.14% of students who have passed the achievement test
been achieved. The increasing of students’ mathematics with the mean score 77.86.
self-efficacy of class VIII-B SMP N 1 Yogyakarta is presented in 3. At the end of first cycle, students' mathematics self-efficacy
the following figure. was still in the medium category with the mean score 89.77.
This result increased at the end of second cycle, where
60% students’ mathematics self-efficacy has been in the high
category with the mean 93.31.
50%

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