Exploring junior high school students' geometry self-efficacy in solving 3D geometry problems through 5E instructional model intervention: A grounded theory study
Geometry self-efficacy is an essential affective aspect that will influence students in solving mathematics problems, especially geometry material. Therefore, teachers must be able to develop learning instructions that not only affect students' mathematical abilities but also strengthen student...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Institut Keguruan dan Ilmu Pendidikan Siliwangi; Indonesia Mathematics Educators' Society
2024-01-01
|
| Series: | Infinity |
| Subjects: | |
| Online Access: | http://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/4247 |
| _version_ | 1797320839469727744 |
|---|---|
| author | Sudirman Sudirman Javier García-García Camilo Andrés Rodríguez-Nieto Aloisius Loka Son |
| author_facet | Sudirman Sudirman Javier García-García Camilo Andrés Rodríguez-Nieto Aloisius Loka Son |
| author_sort | Sudirman Sudirman |
| collection | DOAJ |
| description | Geometry self-efficacy is an essential affective aspect that will influence students in solving mathematics problems, especially geometry material. Therefore, teachers must be able to develop learning instructions that not only affect students' mathematical abilities but also strengthen students' affective aspects. This research explores students' geometry self-efficacy when learning to solve three-dimensional geometry problems through the 5E Instructional Model intervention. A grounded theory design was used to reveal the aims of this research. Participants in this research were one mathematics teacher and 22 students (12 girls and 10 boys) in class VIII at a state Junior High School in Indramayu Regency, Indonesia. The research involved the qualitative analysis of gathered data obtained through observation, questionnaires, interviews, and documentation, employing grounded theory analysis techniques, including open coding, axial coding, and selective coding. The findings revealed that students with high self-efficacy in geometry display confidence in describing and calculating the surface area and volume of three-dimensional geometric objects. Those with moderate self-efficacy in geometry are self-assured in addressing straightforward assignments but may need more confidence in tackling more complex tasks. Conversely, students with low self-efficacy in geometry tend to need more confidence and are prone to giving up easily. Therefore, this research emphasizes that the geometry self-efficacy level can influence how students act and complete 3D geometry tasks given by teachers in learning, especially 3D geometry learning. |
| first_indexed | 2024-03-08T04:48:50Z |
| format | Article |
| id | doaj.art-98d1e8bc89124a7680d9990e710f4849 |
| institution | Directory Open Access Journal |
| issn | 2089-6867 2460-9285 |
| language | English |
| last_indexed | 2024-03-08T04:48:50Z |
| publishDate | 2024-01-01 |
| publisher | Institut Keguruan dan Ilmu Pendidikan Siliwangi; Indonesia Mathematics Educators' Society |
| record_format | Article |
| series | Infinity |
| spelling | doaj.art-98d1e8bc89124a7680d9990e710f48492024-02-08T07:55:07ZengInstitut Keguruan dan Ilmu Pendidikan Siliwangi; Indonesia Mathematics Educators' SocietyInfinity2089-68672460-92852024-01-0113121523210.22460/infinity.v13i1.p215-2323493Exploring junior high school students' geometry self-efficacy in solving 3D geometry problems through 5E instructional model intervention: A grounded theory studySudirman Sudirman0https://orcid.org/0000-0002-1696-5160Javier García-García1https://orcid.org/0000-0003-4487-5303Camilo Andrés Rodríguez-Nieto2https://orcid.org/0000-0001-9922-4079Aloisius Loka Son3https://orcid.org/0000-0003-1655-6508Universitas TerbukaUniversidad Autónoma de GuerreroUniversity of the CoastUniversitas TimorGeometry self-efficacy is an essential affective aspect that will influence students in solving mathematics problems, especially geometry material. Therefore, teachers must be able to develop learning instructions that not only affect students' mathematical abilities but also strengthen students' affective aspects. This research explores students' geometry self-efficacy when learning to solve three-dimensional geometry problems through the 5E Instructional Model intervention. A grounded theory design was used to reveal the aims of this research. Participants in this research were one mathematics teacher and 22 students (12 girls and 10 boys) in class VIII at a state Junior High School in Indramayu Regency, Indonesia. The research involved the qualitative analysis of gathered data obtained through observation, questionnaires, interviews, and documentation, employing grounded theory analysis techniques, including open coding, axial coding, and selective coding. The findings revealed that students with high self-efficacy in geometry display confidence in describing and calculating the surface area and volume of three-dimensional geometric objects. Those with moderate self-efficacy in geometry are self-assured in addressing straightforward assignments but may need more confidence in tackling more complex tasks. Conversely, students with low self-efficacy in geometry tend to need more confidence and are prone to giving up easily. Therefore, this research emphasizes that the geometry self-efficacy level can influence how students act and complete 3D geometry tasks given by teachers in learning, especially 3D geometry learning.http://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/4247geometry self-efficacy3d geometry problem solving5e instructional model |
| spellingShingle | Sudirman Sudirman Javier García-García Camilo Andrés Rodríguez-Nieto Aloisius Loka Son Exploring junior high school students' geometry self-efficacy in solving 3D geometry problems through 5E instructional model intervention: A grounded theory study Infinity geometry self-efficacy 3d geometry problem solving 5e instructional model |
| title | Exploring junior high school students' geometry self-efficacy in solving 3D geometry problems through 5E instructional model intervention: A grounded theory study |
| title_full | Exploring junior high school students' geometry self-efficacy in solving 3D geometry problems through 5E instructional model intervention: A grounded theory study |
| title_fullStr | Exploring junior high school students' geometry self-efficacy in solving 3D geometry problems through 5E instructional model intervention: A grounded theory study |
| title_full_unstemmed | Exploring junior high school students' geometry self-efficacy in solving 3D geometry problems through 5E instructional model intervention: A grounded theory study |
| title_short | Exploring junior high school students' geometry self-efficacy in solving 3D geometry problems through 5E instructional model intervention: A grounded theory study |
| title_sort | exploring junior high school students geometry self efficacy in solving 3d geometry problems through 5e instructional model intervention a grounded theory study |
| topic | geometry self-efficacy 3d geometry problem solving 5e instructional model |
| url | http://e-journal.stkipsiliwangi.ac.id/index.php/infinity/article/view/4247 |
| work_keys_str_mv | AT sudirmansudirman exploringjuniorhighschoolstudentsgeometryselfefficacyinsolving3dgeometryproblemsthrough5einstructionalmodelinterventionagroundedtheorystudy AT javiergarciagarcia exploringjuniorhighschoolstudentsgeometryselfefficacyinsolving3dgeometryproblemsthrough5einstructionalmodelinterventionagroundedtheorystudy AT camiloandresrodrigueznieto exploringjuniorhighschoolstudentsgeometryselfefficacyinsolving3dgeometryproblemsthrough5einstructionalmodelinterventionagroundedtheorystudy AT aloisiuslokason exploringjuniorhighschoolstudentsgeometryselfefficacyinsolving3dgeometryproblemsthrough5einstructionalmodelinterventionagroundedtheorystudy |