The Effects of Self-Confidence, Self-Efficacy, and Metacognitive Skills on the Mathematical Problem-Solving Ability of Elementary School Teacher Education Students at STKIP Andi Matappa
DOI:
https://doi.org/10.30605/jsgp.9.2.2026.9476Keywords:
self-confidence, Self-Efficacy, metacognitive skills, Mathematical Problem-Solving AbilityAbstract
Mathematical problem-solving ability is an essential competency that university students must possess to develop critical, logical, and systematic thinking skills. However, preliminary observations revealed that students of the Elementary School Teacher Education Program (PGSD) at STKIP Andi Matappa still encounter difficulties in applying mathematical concepts, selecting appropriate problem-solving strategies, and explaining mathematical concepts in their own words. This limitation is assumed to be influenced by internal factors, namely self-confidence, self-efficacy, and metacognitive skills. This study aimed to examine the partial and simultaneous effects of self-confidence, self-efficacy, and metacognitive skills on the mathematical problem-solving ability of PGSD students at STKIP Andi Matappa. The study employed a quantitative approach using an ex post facto research design. The population consisted of fifth-semester PGSD students at STKIP Andi Matappa, who also served as the research sample. Data were collected using self-confidence, self-efficacy, and metacognitive skills questionnaires, as well as a mathematical problem-solving test. The data were analyzed using descriptive statistics, classical assumption tests, significance tests, and the coefficient of determination (R²) to determine both the individual and simultaneous effects of the independent variables on students' mathematical problem-solving ability. The findings indicate that self-confidence, self-efficacy, and metacognitive skills have a significant influence on the mathematical problem-solving ability of PGSD students at STKIP Andi Matappa.
References
Aziz, T. A., & Akgül, M. B. (2020). Proses kognitif dan metakognitif siswa dalam memecahkan masalah matematika. Jurnal Riset Pendidikan Matematika Jakarta, 2(1), 71–86.
Cynthia, R. E., & Sihotang, H. (2023). Melangkah bersama di era digital: pentingnya literasi digital untuk meningkatkan kemampuan berpikir kritis dan kemampuan pemecahan masalah peserta didik. Jurnal Pendidikan Tambusai, 7(3), 31712-31723.
Efendi, R., & Lestari, M. (2022). Metacognitive Awareness dalam Pembelajaran Matematika: Kajian Literatur. Jurnal Pendidikan Matematika, 13(1), 45–56.
Fauzan, H., & Anshari, K. (2024). Studi literatur: Peran pembelajaran matematika dalam pembentukan karakter siswa. Jurnal Riset Rumpun Ilmu Pendidikan, 3(1), 163-175.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911.
Hasanah, L., Mulyana, E., & Suryadi, D. (2019). Self-efficacy dan kemampuan pemecahan masalah matematis. Jurnal Pendidikan Matematika dan Sains, 7(2), 144–155.
Istiqomah, I. (2023). Hubungan antara self-confidence dan hasil belajar matematika siswa SMA. Jurnal Pendidikan Karakter, 13(1), 70–81.
Kurniawati, I., Raharjo, T. J., & Khumaedi, K. (2019). Peningkatan Kemampuan Pemecahan Masalah untuk Mempersiapkan Generasi Unggul Menghadapi Tantangan abad 21. In Prosiding Seminar Nasional Pascasarjana (Vol. 2, No. 1, pp. 701-707).
Sa’adah, F., Zanthy, L. S., & Yuhani, A. (2018). Pengaruh pembelajaran berbasis masalah terhadap kemampuan pemecahan masalah matematis siswa SMP. JPMI (Jurnal Pembelajaran Matematika Inovatif), 1(3), 445–452.
Zohar, A., & Barzilai, S. (2013). A review of research on metacognition in science education: Current and future directions. Studies in Science Education, 49(2), 121–169.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Rustinah Rustinah, Vivi Rosida, Nur Asriyanti Jabir
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with JSGP agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- 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 acknowledgement of its initial publication in this journal.
- 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.
